Helping Student Writers with AD/HD Succeed in College

[Jacquelyn Hedden]

Hi!

I'm a PhD student with ADHD. I'm writing my diss on how AD/HD affects college writers. From personal experience and that of my friends, I believe writing to be an especially difficult task for many of us with AD/HD. If any of you have thoughts on the topic of AD/HD and college-level writing, I'd love to hear them. Since it's a big topic, I've divided it into smaller areas. Would love your feedback on any of them.

-Which AD/HD traits might be BENEFICIAL to a college student writer w/AD/HD?

-Which do you think might be detrimental or cause writing struggles?

-How d o you think these struggles might present themselves?

-What suggestions would you offer college students for writing success?

-What suggestions would you offer instructors who probably have AD/HD students in their English composition classrooms for making writing success more attainable?

[Karen Sword]

Hi. I did graduate from Yale (BA) and Harvard (M.ED.), but my ADD -- undiagnosed -- made it very difficult to finish anything on time. I could talk about the many ramifications of this, and what would have worked better for me (I see in hindsight). I'd prefer to do this by phone, if you think my input might be helpful to your dissertation. I'd love to contribute toward others not having to go through the same difficulties.

PS I am a writer now. I can tell you what helps me now, if you like.

[Amber]

I am currently working an my MA in English, Medieval Literature specifically. I am recently diagnosed with ADHD, so I don't know if I am the best person to answer, but I do write an insane number of papers.

Beneficial: creativity. I come up with things that no one else is thinking of (can also be detrimental. occasionally I'm all over the place)
Detrimental: I miss small mistakes. MLA formatting is soooooo hard for me. Focus. Procrastination.
Suggestions: Dividing paper assignments into small easily accomplishable tasks. Willingness to work with students on breaking assignment down, understanding parts, more workshopping so students can catch stupid mistakes, etc...

I'll try to send you any other things I think of. If you have any other specific questions, I would be happy to look at them when I have more time. (more papers to finish at the moment). I'm also teaching English Comp so might have some more suggestions as the semester wears on.

[Amber]

oh! I forgot the most effective thing for me: deadlines! If a paper is broken into pieces and each piece has a deadline, I will get them done. If I set the same deadlines for myself it's a complete disaster. This also works on getting my students to write their papers. It's more grading, but the overall quality of the papers is worth it in the end.

Holding mandatory conferences also helps. It is useful to get the positive (and sometimes corrective) reinforcement.

[Jacquelyn Hedden]

Thank you so much! Your feedback is valuable!

[IBMama]

Hi all:

I was a therapist at UCSD's Psychological & Counseling Services for 25 years, facilitated the Grad Student groups, supervised grad students in their internships (while some were also writing their dissertations), and also counseled many undergrad students struggling with writing issues (along with all else). Of course, to keep me humble I also had my own issues with writing case notes, professional writing, etc. I have published chapters in edited books, but still have times when writing is torture. This would surprise many friends because I write spontaneously quite easily and articulately.

I agree with all that has been said already. I would add that PERFECTIONISM is a major obstacle for many ADDers. Seeking the 'golden' first paragraph, etc. Getting the critic off my shoulder, to quit talking into my ear:) I finally had an easier time in my 2nd stint in grad school (after learning so much from my clients) when I gave myself permission to write a B paper. I got them in on time (vs being the 'incomplete queen' as an undergrad) and usually they were A papers. I forced myself to write DRAFTS, which I had never done before.

Yes, many writing issues and tips are discussed in writing classes as a general issue, but I'm not sure all ADDers 'hear' what is said. BTW, anything you do want to get across should be said in more than one modality: ie, both verbally and in writing.

Before the internet, back in the dark ages, the ONLY way I got my MSW dissertation done was by free writing, then cutting and pasting. I think sometimes it is wise to just WRITE and then print it and maybe do it the old fashioned way. If student has trouble writing, TALK into a digital tape recorder what you know, and then type that out, organize and you just might have a paper.

For professional writing, I have taken the advice of Kathleen Nadeau, and worked with a collaborator - a co-author. This may or may not be possible in the Humanities until you are IN academia, but it is often the case in the Sciences.

I suggest that students team up with other students who are having trouble writing and read their papers to one another. The group can then set those mini-deadlines that were discussed here. There is tons of research evidence in other areas (don't know the writing research) that students who form study groups perform better.

Oh, tell them: Please, get a tutor if you need one. It doesn't mean you aren't smart. Lots of students these days, because they don't READ, really need to learn how to write and the class isn't enough.

[Shanna McGee]

Last semester I was actually researching AD/HD when I realized how hard having ADD has been for me. I love to write, but even being passionate and excited about my paper (in which I advocated more people being receptive to the potential benefits of psychostimulants for most patients), I was really struggling.

Where it is beneficial is that I can just keep on talking. I have no trouble making something long enough as long as I can either include my own thoughts or refer to information. Creativity is a given.

Where I really see my ADD is in the problems. For me, I can almost NEVER meet deadlines, no matter how much time I give myself. In the paper mentioned above, not to "toot my own horn" or anything, but I probably had the best, most well-researched essay, but unfortunately I felt the need to be SO thorough that it was about 5 days late or so, and my professor took off points because I had 500-1,000 more words than the assignment required (although a limit was not specifically given). Aside from deadlines and being too wordy at times, focus is another given (although this isn't as bad when writing as it is in other areas). Another big problem is that, even though I can write in abundance, I find that my thoughts are often jumbled. Even when I am doing something like posting something online, I feel the need to recap my main points or questions at the end because I feel like the important stuff gets lost in the mix.

For me, what causes most of my struggles is my own feeling of inadequecy in regards to my inability to create deadlines. I won't turn in sub-par work, in writing or anything else. As far as my wordiness and jumbled ideas, I think a lot of it is I am trying to get every intelligent thought out and on paper where I can't forget it, because atleast then I can go back and organize it.

Unfortunately, I have very little success, so I probably shouldn't be giving advice on that. I would just say address you're needs and set goals. Unorganized people should try to keep a calender or planner (I can't seem to do this, for whatever reason), etc. I think the same methods we use for everything else can apply here as well.

Teachers should first become acquainted with AD/HD so they can be empathetic, because for me nothing is worse than a hard-headed teacher who refuses to believe in AD/HD. They will make things as difficult as possible and only barely accomodate any services the school allows you through disability services. And for me, nothing is harder than having to approach a professor to ask questions who believes you are just trying to be a problem or are slacking off. This, too, applies to all subjects.

Aside from that bit of rambling, I think they should be willing to break down assignments, have time to work with you individually, make resources available, etc. I don't know that there is anything specifically they could do that you wouldn't ask for in other courses except breaking up the writing process into smaller steps.

Anyways, sorry for the rambling. Hope this contributes something :-)

[Jacquelyn Hedden]

Thanks for the rambling! This is all terrific stuff that I can certainly relate to.