Thinking in_Writing_(Schreibdenken)
| Type | Team Size | ||||||
|---|---|---|---|---|---|---|---|
| Me, Myself and I | Group Collaboration | The Academic System | Software | 1 | 2-10 | 11-30 | 30+ |
In short: Thinking in Writing helps you to develop professionally and personally and to stimulate your creativity. Thinking in Writing is useful for inspiration and problem-solving, reflection, and processing complex ideas. It strengthens writing skills, develops ideas, and helps shape an individual's linguistic voice.
What is Thinking in Writing?[edit]
The concept of Thinking in Writing (German: Schreibdenken) was introduced by Ulrike Scheuermann (*1968 in Berlin), a German psychologist and author. Inspired by process-oriented writing, Thinking in Writing can be understood on two levels: as a process and as a method.
As a process, it describes the natural interplay between writing and thinking. Many students assume that they must have finished thinking before they can start writing. In reality, however, writing is not the end of thinking; it is the very medium through which thinking becomes clearer and deeper. Thinking in Writing offers a perspective on writing as an active cognitive process. When you write, you are not merely recording finished thoughts; you are developing them. Writing becomes a space where new ideas emerge and connections form. It creates a judgment-free space where formalities are deliberately ignored, enabling writers to concentrate on their internal dialogue and their personal world of thoughts and feelings (Knorr, 2025). All thoughts are welcome in the writing process, including raw, immature, and thematically divergent ones (Astleithner 2022).
As a method, Thinking in Writing refers to deliberate techniques that can make the writing process more productive. Examples include freewriting (Elbow, 1998), associative writing, and time-limited exercises. Scheuermann presents various such techniques and exercises in her book, which will not be discussed in detail here (Scheuermann, 2016, Chapter 4, pp. 69–95). Adopting a methodical approach to writing also involves cultivating habits that enable one to control one's thinking and writing in an organised, creative, and focused manner (Astleithner, 2022). These structured approaches help to overcome barriers such as perfectionism and writer's block, enabling you to use writing to support your thinking in a more intentional way.
In the following text, we focus mainly on Thinking in Writing as a method, although it is of course not independent of the process.
Goals[edit]
The main goal of Thinking in Writing is to improve joyful and focused writing and learning (Scheuermann 2016, pp. 9ff.). Writing helps you articulate your thoughts and clarify your ideas. Elbow (1998) emphasizes to "put your effort into experiencing the tree you want to describe, not on thinking about which words to use. Don't put your attention on quality or critics. Just write.” (Elbow 1998, p. XIII).
Think better
Writing externalizes your thoughts and changes them as you write. Since you are writing privately and without censorship, your usual inner critic is weakened, enabling freer thought. Writing quickly reduces overthinking and concerns about grammar, allowing you to focus on the content.
Write better
Thinking in Writing makes the writing process more natural and reduces procrastination by removing pressure to produce perfect text. It supports knowledge processing, develops your voice, and reveals the common thread of your text (Astleithner 2022). The easier it is to write, the easier it is to read.
Learn better
Learners process content actively and independently while writing. This transforms unclear material into comprehensible knowledge that is integrated into memory. Playing with words to find your own arguments helps you memorize and remember.
Teach better
Thinking in Writing engages all learners, even the more reserved ones, by providing an opportunity for reflection and participation. It fosters diversity of perspectives and encourages a calm, focused learning environment. Introducing it early in a course encourages regular practice (Scheuermann, 2016, p. 99). It is important to emphasize that free-written texts remain private to reduce resistance and anxiety (Astleithner 2022). Regular practice improves the clarity, speed, and confidence with which ideas are expressed.
Navigate your workday better
According to Astleithner (2022), Thinking in Writing can help with perfectionism, negative moods, unclear instructions and self-doubt. Thinking through writing can act as a form of self-coaching, providing new perspectives, stimulating creativity and supporting emotional regulation.
Who uses Thinking in Writing?[edit]
Thinking in Writing is beneficial for anyone looking to write academically, as it helps them develop routines for learning, researching, and reflecting. It can also help teachers stimulate learners and foster a culture of reflective learning. It is particularly helpful for individuals experiencing writer's block or other writing difficulties (Astleithner, 2022).
When to use Thinking in Writing?[edit]
Use it at different stages:
- Before writing to explore ideas and warm up (formulating the aims of the text, choosing the place to write, planning...).
- During writing to clarify direction and maintain flow.
- After writing for reflection and evaluation.
How to use Thinking in Writing[edit]
Openness and curiosity are key. Adapt techniques to your own needs and writing type (planner, puzzler, drafter, etc.) (Ortner 2000; Scheuermann 2016, p. 52).
Key principles according to Scheuermann (2016, pp. 19–22):
- Write uncensored and associatively: Accept every idea as valuable and record it without judgement.
- Write privately: Assume that no one else will read your text and let your thoughts run free.
- Write quickly: Match your writing speed to your thinking speed to reduce self-censorship.
- Manage time and comfort: Short, frequent sessions (e.g., 8–20 minutes; see Pomodoro entry on the wiki) help you to maintain focus and motivation (Astleithner 2022). Find a comfortable working environment and take breaks during the writing process.
- Develop a routine: Daily writing fosters flow, curiosity and creativity.
- Evaluate selectively: Highlight key sentences and summarize main ideas to anchor insights.
Variations include writing by hand, adding images, silencing devices, and creating sensory environments that encourage reflection (Scheuermann 2016, pp. 21ff.; Astleithner 2022).
Limitations and problems[edit]
Procrastination in writing assignments is common and often linked to deeper issues of insecurity, anxiety, or lack of writing habit (Scheuermann 2016, p. 30). Structuring your writing work can be challenging: some people over-plan, while others lose sight of the structure or skip the revision stage, resulting in incomplete work. Group work dominance can restrict the opportunity for individual writing practice, although receiving feedback remains valuable. Scientific writing can create additional pressure due to internal judgement and the fear of evaluation. Digital habits such as copying and pasting can dilute personal voice and coherence (Scheuermann 2016, p. 32). Thinking in Writing can help to overcome these barriers, but it requires an initial effort and motivation to become a habit.
The Normativity of Thinking in Writing[edit]
Although Thinking in Writing as a method is supposed to create a judgment-free space, deciding what, how, and when to write involves norms and preferences. The resulting texts also reflect individual values and assumptions, making writing a normative practice in all its facets.
In sum[edit]
- Thinking in Writing is both process and method.
- It helps you to think better, learn better, teach better, write better, and navigate work more effectively.
- Use it to develop joyful, focused, and creative writing habits.
- Key tips: Write privately and without censorship, write quickly, manage your time, develop routines and evaluate and rework selectively.
Literature[edit]
Astleithner, F. (2022). Schreibmuskeltraining. Ein Plädoyer für unbeschwertes Schreiben. Exposé–Zeitschrift für wissenschaftliches Schreiben und Publizieren, 3 (1), 4-8.
Elbow, P. (1998). Writing with power. Techniques for Mastering the Writing Process. Second Edition.
Kleist, H. (1811). Über die allmähliche Verfertigung der Gedanken beim Reden. https://www.projekt-gutenberg.org/kleist/gedanken/gedanken.html.
Knorr, D. (2025). Schreibberatung. Eine Systematik. https://doi.org/10.7767/9783205221746.
Lindsay, D. (2020). Scientific writing= thinking in words. Csiro Publishing.
Scheuermann, U. (2016). Schreibdenken: Schreiben als Denk- und Lernwerkzeug nutzen und vermitteln. UTB. https://doi.org/10.36198/9783838547176.
The author of this entry is Joanna Knecht.