My Writing Dashboard

I have three spreadsheets that I use to track different types of activities throughout the year, with creating the new sheet being part of my ritual for the new year. One tracks the books I read (in addition to tracking the books on Storygraph). One tracks my exercise habits. The third tracks my writing.

These sheets, including the manual upkeep, serve similar purposes. First and foremost, they provide accountability not only to track what I’m doing, but how. For instance, tracking different types of information about what I read has caused me to seek out and read books by a wider variety of authors than I did when I first started tracking this information. Similarly, the exercise data has evolved so that I can see my activities and I am able to hold myself accountable for a daily yoga practice. I also like entering the data manually because it means that I look at the information almost daily, and a few simple formulas can give me a snapshot of how I’m doing.

The system I developed for tracking my writing shows signs of having developed organically.

I started this spreadsheet in October 2017, several months removed from having completed my PhD and wanting something to hold myself accountable as I was starting to revise my dissertation and turn chapters or conference papers into journal articles. The core of my system developed at this point with two sets of columns. The first tracks my daily academic writing, which I defined as time with the academic work open on my computer (or printout), social media closed, and with no other distractions. This is of course not all of that goes into research, but it serves as a rough proxy for time spent in dedicated work.

The section for daily academic writing consisted of four columns, to which I added two columns a few years later. Thus, each row in this section has the date, day of week, the time that I worked, the number of minutes in that period, the project I worked on, and, if relevant, the number of words written. The last two sections also double as places where I can add notes about what I worked on that day (editing, drafted introduction, etc).

From the start I also had a second section that collected the total minutes written on a weekly basis, tracked by date, using the spreadsheet function to collect the sum from the daily section and a simple formula that converts that total into hours written. At the top of this column I keep a running tally of the total hours written and the average length of time I spent writing each week that year.

Writing spreadsheet, weekly section.

Starting in 2018, I added a third section where I track everything I produced in that year, in both the total and on a month-by-month basis. What gets tracked here has evolved over time, but generally includes everything from blog posts to reference letters to job applications to presentations. I don’t count all of these as “academic writing,” but this section serves as a snapshot of what I have done in a given year in terms of my academic and academic-adjacent work. This section thus proves useful for filling out annual reviews, for instance.

Screenshot of the monthly section of my writing dashboard.

I added the fourth and final section of this sheet in 2020. Functionally, this section is a key for the projects that I am working on, listing not only the name of the project, but also an abbreviation that I use in the daily-writing section, a due date, and a color-coding scheme that can tell me at a glance the status of each project. The color-coding is the latest addition to this sheet.

Screenshot of the “projects” section of my writing dashboard

Last week on Twitter I ended up in a conversation about systems of tracking writing and accountability. I offered this system to someone asking how academics track their writing and one of the other participants in the conversation pushed me a little bit about whether this collected data is purely for accountability and, if so, what I’m holding myself accountable for, or whether it also has a diagnostic purpose.

To this point, I have mostly used this system for accountability, but only in the loosest of senses. My projects have largely been in various stages of revision since I started tracking this data, so word-counts are not the best way to assess progress. This is also just fine with me since raw word counts have never much worked with my process. Instead, my primary metric for tracking my writing is the time I spend doing it, and I have aspired to write for about an hour a day in the beliefs that writing a little bit every day will be better in the long run than writing in binges and that writing just a little bit most days will cause me to write for longer than the proscribed time on at least some of them. This aspiration has both been wildly successful and an utter failure. I have not averaged five hours of writing per week since the first three months that I tracked this data, at a time when I was teaching just one course, but most years I manage to average about four hours a week, albeit in more booms and busts than I’d like recently.

I don’t explicitly use this spreadsheet as a diagnostic tool. It serves this function in a passive way, in much the same way that I can get a sense of how my writing is going based on whether or not I am writing in this space. I do make notes to myself in the daily section, particularly when I have hit a wall, and I will do the same with the weekly section for weeks during which I’m sick or, for instance, if I got no writing done because I was in the middle of moving or going to a conference. The sheet for 2020 has a row that reads “NULL SET CRISIS.” In the past I have done somewhat minimal data analysis to see trends in my writing activity, but I didn’t find it that useful so I stopped.

In writing this post it has occurred to me that accountability and diagnostics would probably work better with an adjustment to the weekly section. The update I have in mind is to add two columns, one with a target for that week and the other being the time I spent writing in the week minus that target, thus giving me a snapshot of how I did relative to my expectations. These columns will also let me adjust my goals week-to-week based on what is happening with the rest of my schedule, hopefully making them more achievable (always my downfall in goal-setting) than holding to a single goal for every week.

However, as much as I started keeping this sheet because I wanted accountability and really like tinkering around with data in various aspects of my life, this system has also just served as a nice ritual around writing that reminds me that I have in fact done something even when it feels like that is not the case. I don’t know that I will ever go much beyond what I have now in terms of analysis, but it certainly helps me maintain what I hope is a healthy and productive writing practice.

Summer Reset

I feel like the spring semester just ended, so when did it get to be mid-July?

(I submitted the grades nearly two months ago.)

Since then I have:

  1. submitted a book manuscript
  2. presented at two conferences
  3. worked revised/re-formatted an article
  4. moved
  5. read some (okay, ~20) books

I think I managed to get some rest in there, too, but it is hard to tell sometimes.

July is often a hard month for me and I am finding this one particularly difficult. I thrive on routines, but this time of year is basically the doldrums. I have almost no immediate external deadlines, and it is still too far from the start of the semester to trigger any sense of urgency about preparing for classes but also too far from the previous semester to coast on those rhythms. I usually like to take a week or two post semester to decompress before settling into a summer routine. This year I spent the first month of the summer staring down writing deadlines and then the second month moving, so I am just now settling in to think about how I want this summer to look.

The irony here is that I have actually had a productive summer already and the best thing I can do at this point is to make sure that I am rested for the start of the semester.

Rest is certainly on the docket for the next couple of months, but I also know from past experience that doing nothing usually feeds back into my anxiety and undermines that recovery. It is better for me to find a balance that includes some work, some exercise, some hobbies, and some downtime nearly every day.

To that end, a few goals for the remainder of the semester, by category:

Research and Writing

  1. Spend at least an hour every workday writing. What I am working toward:
    • Submit the revised article mentioned above. I put this one on the back-burner last year in order to work on my book manuscript after receiving a particularly harsh reader report, but it is on the cusp of being sent off again.
    • Convert the longer of the two conference papers into an article for an e-book the organizers want to publish of the proceedings.
    • Re-write the second conference paper to sharpen my argument.
    • Looking for a book to review this year
    • Slosh around in a playground I have been invited to participate in to see if I have anything to say.
    • Dust off some of the projects I put to the side when I thought I would be leaving this profession to see what still runs, setting in motion a more fully-developed research pipeline.
  2. Read at least a chapter every day from an academic book not strictly for research
    • My goal is to finish three (3) books by the start of the semester

Teaching Prep

  1. Obviously I need to prepare my syllabuses, but, also:
    • run each course through a backward course design process that I haven’t had the time to do properly in while adjuncting.
    • pre-design a number of the course activities I want to implement, particularly in my World History courses where I was inspired by a numismatics activity Lee Brice and Theo Kopestonsky presented about at this year’s Association of Ancient Historians meeting. The goal of these assignments would be to introduce students to a range of evidentiary material from the ancient world that give them the tools to think historically about the world around them (see backward course design).
  2. Usually I read a book on teaching each summer, but I suspect that will not happen this year, so:
    • Find 2-3 articles on teaching to read this summer
    • Update my pedagogy reading list
    • Identify a pedagogy book to read by the end of the year
  3. Work through the Athenaze textbook. Book 1 has 15 chapters, so if I do roughly a chapter each workday I should be able to finish before start of the semester. This project is not for immediate use, but I was taught using a different textbook and I want to be more familiar with the other options in case I am ever given the opportunity to teach Greek.


  1. I am currently nursing a calf-strain, but I would like to get to where I can run 2 miles at a time by the end of August. My actual goal is a good deal further, but I have found that running is a humbling experience for me and I need to set ambitious, but reachable goals. Before this strain I could run between 1 and 1.5 miles at a time.
  2. Gradually expand my weight routine past what I am currently doing — i.e. past a lot of pushups, which is effective, but also pretty repetitive.


  1. Read six (6) more books before the start of the fall semester.
  2. Finish the main storyline in Ghosts of Tsushima and decide whether to pick up a new game or return to the mythic quests in Assassin’s Creed Odyssey.
  3. Maybe finally write about Assassin’s Creed: Odyssey and/or other hobbies
  4. Definitely write more here. However, my guiding principle for this space will remain whatever I feel like writing about that I don’t have an outlet for.
  5. Spend a little bit of time overhauling this site. I have a few overdue changes I want to make, including archiving an article that is no longer embargoed by the journal, updating my Commonplace Book, and making headway on the forever-incomplete teaching section.
  6. Make a point of sketching in my sketchbook once a week, perhaps looking online for lessons.

This is a long list of projects and goals given that the summer is already 2/3 over, but there is a lot of overlap between categories and only a few of these points actually have measurable targets. The rest are (a) things I have to complete anyway where working on them sooner will relieve stress later; (b) things I’m likely to be doing anyway; or (c) building or reinforcing habits that can continue after the start of the semester.

Now I think I’m ready for summer to begin.