Pushing AI: A Reduction In Creativity

In his book The Creative Act: A Way of Being, Rick Rubin praises artificial intelligence (AI). But he doesn’t find its strength in being creative as much as in seeing problems with a fresh perspective.

He highlights AlphaGo’s approach to the game Go as his example. AlphaGo, the first AI to defeat a Go grandmaster, applied a never-seen-before move that no human would have made. Indeed. Most humans saw the move as a mistake when the AI made it, failing to recognize anything beyond the two choices that the grandmaster expected the program to make. But the algorithm didn’t care about 4,000 years of Go history. It was programmed to win. It did. 

Rubin is right in that the AlphaGo win is a teachable moment for human beings. Sometimes, we carry too much emotional, intellectual, and historical baggage around with us to be truly creative. Ergo, divergent thinking is still king when it comes to creativity. 

Divergent thinking is also where the proliferation of AI ceases to interest me. Don’t get me wrong. I still pay attention, especially when my colleagues point it out.

Hugh Behm-Steinberg, who teaches writing at the California College of the Arts, recently did so when he mentioned: “One of the dark pleasures of teaching uncanonical work is reading the AI hallucinations my students think I won’t notice.” 

To be clear, Behm-Steinberg allows AI assistance if his students include their prompts with the work. He says it’s better than forcing them to sneak it into their assignments and then failing them when he spots what he calls AI hallucinations (something nonsensical, akin to those crazy hand defects that litter some graphics). 

I don’t know. After seeing the first official music video made with OpenAI’s Sora on LinkedIn, I still struggle to condone its broader applications that attempt to supplant human creativity. The video is largely unoriginal, with horrible camera angles and bad morphing effects that cause some people motion sickness — AI hallucinations that we can see rather than read. It’s a fail, propped up only by the crutch of AI infancy. 

So, what is the status of AI creativity? There isn’t any. I mean, using AI editors as a prompt to improve sentence structure is one thing, along with applying a photo effect that saves some tedious pixel tweaking or creating elements that can inform a component of a bigger project. Those are suitable solutions. This continued pursuit of trying to make it capture a human’s imagination, on the other hand, is faulty by design.

At its core, the true strength of art in all its forms is one human’s mastery over some medium so they may share their unique perspective of the world with others. These perspectives — a lifetime of experience and knowledge and, sometimes, the purposeful subtraction of said experience and knowledge — is more unique than a human iris. And this is why AI, programmed to mix and match other people’s work, will never truly obtain human creativity — even if it is constructed to be born and live like a human being. Because, even if it were built to be born, then it would still only represent a single point in an infinite ocean of stars. 

No. More likely, AI merely represents a reverse renaissance or a great reduction in creativity. As humans allow machines to copy processes, techniques, and rules, they may become even lazier in the pursuit of original thinking. And it will be only then that AI may succeed in simulating something superior, not because it’s creative but only because we will cease to be. 

Ho hum. I liked it better when programmers focused on teaching AI to wash the dishes and mop the floors so that we could have more time to be creative. Instead, this trend to program AI to be faux creative will only give us more time to wash the dishes and mop the floors. And we’ll all be too dumbed down to even know the difference. Good night and good luck. 

Promoting Literacy: An Accidental Author

Last April, I was a guest speaker at the Kiwanis Club of Las Vegas as an accidental author. Why accidental? I didn't know what else to call becoming an author. I wasn't one of those book dreamers. I couldn't even read.

I grew up in what was then one street over from the wrong side of the tracks in Milwaukee, where my grandparents lived. They raised me. We were poor, and I had a handicap to overcome — having been born with club feet and relegated to casts and corrective shoes until I was 10. 

Early confinement has a way of stimulating your imitation. While I played outside more and more as I got older, I fancied myself more as an artist, like the father I lost when I was two. I loved telling stories, but most were acted out or drawn on sweeping rolls of painter's paper my grandfather sometimes brought home from his seasonal job as a trades painter.

I had some talent, but my artistic prowess was problematic. I would fill my spelling book with drawings instead of words — an exercise that landed me in what my school called the "barracks." These were outside portables where other undesirable students (primarily minorities) could be failed forward. 

The spelling book stunt wasn't the only reason I was relegated to the lower conveyor belt. Being a deceptively easy mark for bullies didn't help either. You learn to fight or flee early on. Yeah, I fought. What you don't learn to do is read. 

"Needs Improvement" as a Badge of Honor

I couldn't read in the third grade. It was one of the reasons I intervened in my daughter's education as early as I did. I didn't want her to land in the same place I did, failing forward until somebody caught you. 

In my case, it was my grandmother. She rejected the idea of sending an illiterate kid to the fourth grade. So, she pulled me from public school and re-enrolled me as a repeating third grader in a Catholic school. The school re-evaluated my skills, elevating me in some areas and getting me the help I needed in others. 

Say what you will about secular schools. They work well when they work. I don't just mean stricter discipline (although there was that too). I mean, being Christian trumping all other labels. Suddenly, it didn't matter that my skin was a little darker (I'm part Native American), my last name was ethnic (it wasn't Becker at the time), or my feet were in corrective shoes. It felt like a fresh start — for a year, anyway. 

Literacy comes from introductions, accidental and otherwise. 

With my grandmother dying of cancer, the family decided to reunite me with my mother and her new family. One of the benefits was my step-father figure enjoyed watching movies and ordered HBO through the apartment complex. 

I was hooked on fantasy after seeing the animated Hobbit (1977) and Lord of the Rings (1978). For those who remember, the first film only adapted The Fellowship of the Ring and The Two Towers. I had to save up $10 to get the four-book set on my 25-cent-a-week allowance. But it didn't matter. I was reading. I also played Dungeons & Dragons, which encourages reading, writing, and arithmetic. 

Fantasy caught my fancy, but I didn't become an avid reader until my family moved to Las Vegas by way of Minnesota. In the seventh grade, my reading teacher let me turn in a book report on the thinnest book I could find. But then he challenged me to read Dune by Frank Herbert. Maybe it was my own move from the land of lakes (Caladan) to the desert (Arrakis), but Paul Atredes was someone I could relate to. 

Art was still my first love, except for the fear and the doubt. 

My mother didn't want me to become an artist because that was what my biological father did. I gravitated to psychology instead. Writing wasn't even on my radar despite having had a few poems published, a short story serialized in junior high, and a one-act play with subject matter deemed too adult for high school. 

While I finished college only two classes shy of a dual major, I shifted toward advertising. I meant to do it with art, but the University of Nevada, Reno (by way of Whittier College) had an advertising track through journalism. They taught me to write — not fiction per se, but everything else: ads and articles. 

Most of it was short-form storytelling: Magazine ads, television spots, radio commercials, billboards, news articles, and feature stories. And then more stories, blog posts, websites, campaign strategies, core message systems, and integrated marketing communication. I told other people's stories and then taught other people how to tell other people's stories, too, when I taught classes at UNLV. 

It took almost 30 years and thousands of books before I realized I wanted to tell some of my stories. So that's what I did with the release of 50 States. And again with Ten Threads. And again with Third Wheel. 

Readers are the people who help others discover reading. 

Undoubtedly, my life would be very different had I not learned to read. Sure, I may have become an artist after all. Or not. I could have done a dozen jobs like those I did trying to pay my way through school. I might have been good at them, too, but I was never as satisfied as I am today. 

As a reader, I feel like I haven't lived just one life but hundreds and thousands of others. It was an amazing gift that opened my eyes to opportunities. And it's a gift I hope to pay forward. 

Sadly, right now in the United States, 48 million people cannot read above a third-grade level, which places our literacy rate at around 79 percent, which is a lower rate than it was in 1875. It peaked in the 1970s and has been declining ever since. Even among those who are literate, approximately half read at about a middle-school level. 

In some cases, all they need is a reason to read and the right book to hook them. I recently opened an online bookshop to promote some titles on the eclectic shelf. (I'll be adding two non-fiction shelves very soon; one specifically for writers.) This week, I've also discounted all digital versions of my books: 50 States, Ten Threads (free for Kindle Unlimited members), and Third Wheel in an effort to promote literacy. 

Maybe gifting the book or, better yet, promising to read along with someone can make a difference in their lives. That's how my children learned to love books — reading together with me, out loud, alternating paragraphs as we went. It's a technique that works at every age and one I hope you try with someone. 

You never know. One day they could become an accidental author too. Or at minimum, part of a national solution. What do I mean by that? Bringing all adults to the equivalent of a sixth-grade reading level would generate an additional $2.2 trillion in annual income for the country, and save between $106–$238 billion in health care costs. We can do better. Good night and good luck. 

Exploring Imagination: The Creativity Equation

This one study continues to surface in articles, and it always stops me in my tracks. It claims a creativity crisis in America, largely attributed to the pursuit of winning formulas over future breakthroughs.

The crisis began, they say, as American education put creative thinking on the back burner in favor of measurable rote memorization in the 1990s. Americans wanted to test better than other people at the expense of innovation — ergo, finding answers that don't exist on an answer key. The outcome has been a continual decline in education and creativity. And now we see it in other places, too — everything from business automation to book and film reboots. Almost everything seems stuck on rinse and repeat. 

Ironically, decades ago, it was our creativity and not our test scores that used to set America apart. In fact, Nobel Prize winner Richard Feynman warned us away from the rote memorization route. He suggested thinking things through instead of rehashing the past. But that's why he won a Nobel Prize. Thinking.

So what's the real problem? We're so confused about creativity nowadays that more and more people harbor an aversion to creativity. Even people who are attempting to ignite creativity in the classrooms are accidentally trying to make it an off-the-shelf commodity by denying the concept of creative genius.

The creativity equation. 

Like most things, answers to complex problems are somewhere in the middle, let's say between Project Zero, which operates on the belief that anybody can be creative, and the polar opposite, which believes relatively few individuals are born with it. More than likely, we're all born with a capacity to be creative (although some with a greater capacity than others) until society crushes our natural instinct for it. 

But let's set that debate aside and look at what's new in neuroscience. Some researchers studying our brains have found that creativity is linked to two different semantic memory processes: clustering, which is related to divergent thinking; and switching, which is related to combing distant associations between concepts. 

In short, aside from magic, our capacity for creativity is tied to how we develop associations between things and our ability to draw upon the broadest possible network of associations to connect and combine those ideas and concepts that are distant (unrelated stuff that fits together without being forced).

There is more to it, no doubt, but let's go with this idea to build a real blueprint. There are five steps in supercharging creativity. And while anybody can follow it, those who start young have even more time to get it right (and with less concern for society's insistence on conformity). 

Expansion. The more we learn and experience will increase our capacity for creativity. There isn't any other way to expand our conscious and subconscious database of distant ideas and concepts if we are not continually looking beyond our comfort zones. Dreams count too. 

Immersion. More uninterrupted time invested in creative pursuits through meditation, reflection, or experience will provide more time to explore the furthest reaches of our conscious and subconscious. We need to take the road less traveled and engage our alpha frequency. 

Evaluation. Great ideas seldom follow pre-existing models so it's better to measure them based on their feasibility, flexibility, and originality. Very often, original ideas are not as compelling as their next iteration — something that's been mulled over more than a minute. 

Execution. Creative ideas have to be actionable.  So, in addition to placing creativity at the forefront, we have to develop a secondary skill set to share it — writing, drawing, painting, producing, choreographing, or even implementing a system inside an organization. This is why creativity is hard work.

Vacation. Sometimes our minds need a break. The best breaks tend to be spending time in nature, improving our creative spaces, taking in some new entertainment, or otherwise busting up a routine so we can come back to the project with fresh eyes. And if you are one of those people who are guilty doing it, just remember that vacations still stimulate the expansion of our database.

That's all there is to it, sort of. There is magic that David Lynch likes to talk about (and I love to listen to him talk about it). There is the conversation about whether ideas come from one, some, or many. And there is plenty more we can learn about the mind. That's all fine. We'll save it for another time.

Marketing Integration: Times Are Changing; So Is Education

Total global advertising placement is projected to exceed $716 billion next year, with as much as 70 percent of that total (exclusive of production) is being spent in North America. Marketers are investing more than 25 percent of this mix in digital advertising and social networks, and almost half invested in websites, branding, and strategy. 

These were the same kinds of numbers I considered a few years ago as enrollment in the Public Relations Certificate Program at the University of Nevada, Las Vegas (UNLV) began to evaporate. Fewer and fewer working professionals were interested in a certificate program that seemed to exist within a vacuum, especially as public relations worked overtime to "own social" and thereby became owned by the strategic arms of marketing and communications.

While some saw the decline as waning interest in communications, I saw it as an inevitable shift away from public relations and toward integrated marketing communications‚ a field of study that was better equipped to address the challenges presented by digital advertising, social networks, shifting media patterns, and divided consumer attention. Yes, public relations in its purest form can still be invaluable, but continuing education students need to consider something more practical.

Retooling Integrated Marketing Communications at UNLV

For the better part of a year, several respected communicators in the field have been working with UNLV to develop what the next generation of integrated marketing communications might need. The resulting pinpointed four core classes and a variety of electives that could introduce or upgrade new skillsets for working professionals and small business owners.

Fundamentals of Integrated Marketing. Examine the core elements of integrated communications, including marketing research, segmentation, positioning, branding, analytics, and promotions.

Digital and Social Media Marketing. Learn key concepts of on- and offsite SEO, paid search marketing, online advertising, web analytics, email marketing, social media marketing, and online reputation management.

Consumer Behavior & Market Research. Examine why consumers behave the way they do and understand the practical marketing implications of that behavior. Use advanced market research methods to inform decisions.

Writing & Content Creation for Marketing. Communicate effectively by mastering the varied skills necessary to write for departments, businesses, and organizations across a variety of media.

While there about a dozen electives to support these core classes, these four provide enough of a foundation for those hoping to enter the field, those keeping up with trends, or those attempting to define their marketing budget. (The average successful company, by the way, invests 6-12 percent of their revenue into marketing.) And it's my hope anyone who enters the program will learn how precise, consistent, and persuasive messages to the right audience at the right time.

Once they have a foundation, professionals are always in a better position to discuss where technology intersects marketing and communication. In fact, just by looking at the twelve skill sets that are now in high demand for 2020, it becomes crystal clear where the brightest minds want to take communications  — a place where analytics reimagines messaging and technology reimagines message delivery. It's an exciting time. Goodnight and good luck.

Rekindling Creativity: Live, Learn, Leap

When automaton drives marketing, creativity can take a back seat. There is only one problem with it. A world run by algorithms is impossibly predictable. You look up product support, and you're subjected to a series of advertisements for a product you already own; only it’s broken. 

Predictably isn’t only inherent in computer programming. It becomes part of our daily routines. We wake up, get ready, exercise, have coffee, take breakfast, commute to work, check email, work on priorities, have a meeting, eat lunch, take another meeting, wrap up deadlines, transport kids, have dinner, watch television, go to bed, and then do the whole thing all over. 

Sure, everybody’s routine is probably a little different, but you get the point. You have a routine, and the better it goes, the more likely you feel content. The price you pay is not being present. 

The less your present, the more predictable our reactions when exposed to programming. The busier we are reacting to stimulus and situations or policies and politics, the less likely we are to take actions that move our lives forward. Sure, routines can be useful but they can also cause paralysis — in both marketing and our daily lives. The only problem is that some people grow so accustomed to contentment, they forget how to rewrite an increasingly scripted world.

Live. 

The first step toward rekindling creativity is to live with intention. Much like animals, people are hardwired to filter out unimportant details. Since we are bombarded by neural input, our brains tend to ignore the expected and notice the unexpected. This is the very reason even fitness trainers tell people to keep your fitness routine fresh. 

Life is exactly like that. You have to keep changing the stimulus so your brain doesn't slip in and become stuck in sameness. Make time for weekend retreats, walk somewhere new, drive a different route, skip your daily routine once a week (e.g. don't open email until noon or try a no-meeting Monday, have lunch with an old friend, perform a random act of kindness, or flip a coin to make some choices. You get the point. Do something different. 

Learn. 

I have always been a lifelong learner. I read books. I go to events. I listen to speakers. I take online courses. My lists for inspiration are endless. You don't have to start with any of them. But I did want to share that it was through one of the venues that I discovered the genius of David Lynch. 

He ties living and learning together perfectly. His concepts of capturing ideas literarily changed my life. The two-and-a-half minutes I'm sharing here will introduce you to a sliver of his understanding of consciousness. I'm calling out the time for a reason. Most people tell me that time famine is the number one reason to avoid learning. You have to find the time. I listen to audiobooks when I drive anywhere. Most Ted talks are only 18 minutes long. The very notion that you cannot afford to invest five or 20 minutes to improve yourself should be an indication that you probably need to more than anyone. 

Leap. 

Creativity isn't only about input. It's about output. In fact, the root meaning of the word “creativity” is “to grow.” To truly benefit from creativity, you have to turn new and imaginative ideas into reality. The idea doesn't only apply to arts or marketing. It applies to education. It applies to science. It applies to IT. It applies to business. It applies to finding a sense of purpose in our lives. 

One of the recent changes I've made in my life is to finally set time aside to work on writing fiction. I originally set a goal of writing one short-short (a story of 50 to 1,500 words) once a week and a short story (3,500 words or more) once a month. The leap to do so came from author Joyce Carol Oats whose class reminded me that feedback helps fuel writers. Right now, I share these stories at byRichBecker on Facebook. 

More importantly, the infusion of creativity in my life has awakened a passion to produce great things. While I've always enjoyed being on the leading edge in my field, writing fiction has elevated my work in advertising and marketing. It's made me more open in observations and making connections within the world. It's increased my sense of purpose and added excitement in everything I do.

And the reason I want to share this has very little to do with me and everything to do with providing some evidence for you. If you really are looking to rekindle your creativity, start by turning off those distractions and making small changes in your life, learning more about those things that interest you, and then transforming the ideas that start to come your way into action. Give a try. Try it for two weeks (or a month). And if you wouldn't mind, drop me a note and tell me how it worked out for you. I'd really love to know.

Writing Across Communication: Writing For Tomorrow

The writing you read today won't be the communication you need tomorrow. In a world where content can appear on any surface or no surface at all, providing consumers with real time intuitive assistance to find the right product, improve performance, or manufacture reality will require a different kind of thinking, planning, and promoting. The boundaries and barriers are gone.

Content will need to be versatile, portable, multimodal, and improve the consumer experience. Storytelling alone won't be good enough. Many stories will have to be told by the consumer, drawing upon a non-linear array of data capable of delivering visual, aural, written, kinesthetic content based on the platform they are using and their preference for learning, experiencing, and making purchases.

Logical or emotional, solitary or social, the words we write tomorrow will be blueprints that appreciate no one person is really the same — even if there are a few things that never change.

A sneak peek into the future with a predictive deck. 

When I needed a new deck to wrap up my final Writing Across Communication class last spring, I set an objective to help my writing students to appreciate the future as well as a few constants in that have always been part of human communication. It made for a worthwhile exercise in bringing consumer psychology and strategic communication together. They really do belong together.

Writing Across Communication: Writing For Tomorrow from Copywrite, Ink.

While many writers spin their wheels trying to find the right way to spin their story, relatively few remember that most communication aims to motivate people. So if you don't know what motivates them, you are only operating with one-half of a two-part equation between the sender and receiver.

Three primary drivers for motivation. 

• Intensity of need or desire
• Perceived value of goal or reward
• Expectations of individual or peers

In order to start reconciling these drivers, it's generally a good idea to remember that humans are the only creatures on the planet that form perceptions based on objective and conceptual realities. We're also the only creatures who possess a capacity for cooperation that is both flexible and scalable.

As technology continues to blur the lines between these two realities, people will likely become increasingly responsive to conceptual influences, making the communication of tomorrow especially potent if the message is sent across multiple delivery methods, repeated across a multimodal spectrum, and delivered as non-linear content that allows the user to self-select the experience.

When done right, it will provide even more opportunities to change behavior, change perception, and change attitudes toward just about anything that doesn't oppose individual or cultural core values. Although even those are subject to change when communication is created from precise objectives.

Writing Across Communication will be available again at the University of Nevada, Las Vegas this fall. The class includes eight sessions from Sept. 21 through Nov. 9. I am currently developing an online version of the course for people outside Southern Nevada, independent of the university.

Considering Education: More Choices Mean More Chances

The next couple weeks are a whirlwind. My daughter is graduating from elementary school this week. My son is graduating from high school next week.

Next year, he will be headed to the University of Nevada, Reno while she looks forward to starting her middle school years at Legacy Traditional School in Las Vegas. We’re grateful she was accepted by a charter school, as it seems like it will provide a suitable transition from the private school she has attended for the past six years. We never had to consider such a transition for my son. He attended public school from kindergarten through high school.

She might have attended private school from kindergarten through high school too, but school choice, a.k.a. Educational Saving Accounts (ESAs), continue to stall in Nevada. So while I helped campaign for ESAs, writing columns and comments, we also toured and applied to several charter schools where selection is determined by lotteries and waiting lists.

After she was accepted at Legacy, some people wondered why I continued to donate my time in support of ESAs even though my family would no longer benefit. My answer was simple enough. My support of ESAs isn’t about just about my family. It's about all families because I know school choice works. An early version of it changed my education experience and my life.

Affording more parents school choice will course correct more kids.

As one of those students who was mislabeled by the public system in first grade, I had already been ushered off to the school’s portable classrooms, dubbed the “barracks.” Out there, away from the other students, education was optional. Most kids so assigned would bide their time, failing forward.

My grandmother wanted more for me so she intervened. At the end of third grade, she pulled me from the public school system and enrolled in me a private secular school to repeat. While we were too poor to afford it, she somehow managed to secure a hardship grant. I’m grateful.

The new school reassessed the public school system’s perception that I wouldn’t amount to anything and discovered something different. I was only struggling with most subjects because I couldn’t read. They also determined I was gifted in math and art and provided advanced placement curriculum so I wouldn’t become bored with the standard lessons.

The change in classwork changed my outlook. Within the course of one year, I rose from the bottom percentile to one of the top in my class. And as my performance improved, my sometimes unruly behavior — the by-product of being teased in public school for being raised by grandparents and having a visible handicap — dissipated. School choice gave me a chance.

After that school year, my grandparents were no longer able to raise me so I was returned to public school in a different state. The foundation that the private school provided me, despite not being ‘held accountable’ by the state, placed me well ahead of my peers. This never changed.

Sure, I had some ups and downs across the entirety of my educational experience, but my love for learning always persisted. Not only have I become I a lifelong learner, but I also share my passion for education as a part-time continuing education instructor at the University of Nevada, Las Vegas — an outcome that would have been an impossibility had some version of school choice not existed for me.

At the end of the day, no matter what political arguments people raise, ESAs come down to one thing. Different students excel in different learning environments. Knowing this, we should be doing everything we can to make it easier for them to be enrolled in the right environment and without any of the pervasive socio-economic and faith-based labels on students or the bureaucratic requirements that frequently restrain public schools from better performance. More choices mean more chances.

Writing Across Communication: An Introduction To Writing

Anyone who has ever been introduced as a writer already knows the most common question that follows. In the thirty some years I've been introduced as one, it has never changed. It's timeless.

"So, you're a writer," they say, in admiration and sometimes skepticism. "What do you write?"

"Words," I would tell them. "And on good days, sentences."

I'd immediately follow up with a litany of audience-tailored examples that could be easily understood before settling on the umbrella concept as a commercial writer (copywriter isn't readily understood by people outside advertising and marketing) and occasional journalist. Later, I turned in the nouns for stylistic adjectives that ranged from strategic and interactive to gripping and zippy. I still do at times. 

Nowadays, I'm more likely to tell people that how we define writing really depends on whom we ask. Whereas Walter Lippman might define it as an opportunity to tell the truth and shame the devil, Stephen King is more likely to say that it's "the truth inside the lie." They're both right for their craft.

Bigger than that, writing is the process by which we translate our desired perception of objective and conceptual realities into a form that others may see, adopt, and act upon. It's one of the ways we exploit our extraordinary cooperative capacity as humans — agreeing or disagreeing that certain ideas, thoughts, and concepts have greater value than the objective, physical world in which we live — even if we don't personally know the person or group of people who put the words together. 

Regardless of what "kind of writer" someone is, the fundamental core of it remains unchanged, which is why I invested some time to design a class that could provide students with an understanding of how writing could be applied across communication — disciplines such a journalism, public relations, content marketing, advertising, and multimodal integration — with tremendous impact.

Writing Across Communication: An Introduction To Writing

This deck serves as an introduction to the class as well as some of the fundamental skills that can be learned by different writing disciplines. It also introduces writers to the changes taking place within the occupation as writers are being asked to specialize and generalize at the same time. So instead of learning how to write from within the silo of one discipline, they can learn from all disciplines: 

• Editors understand organization, structure, and universal ideas. 

• Journalists know how to find and define news and source information. 

• Public relations practitioners serve both organizational and public interest. 

• Crisis communicators possess empathy while managing a crisis and bad news. 

• Content marketers are experts in developing content that has customer value. 

• Copywriters are masters at developing creative stories that speak to people. 

• Writers of the future understand non-linear content, multimodal interaction, and UX design. 

The skill sets for modern writers don't end with journalism and commercial writing. Beyond the four primary approaches to effective communication (journalism, public relations, content marketing, and advertising), writing literature can help someone become more adept at storytelling, learning poetry more masterful at alliteration, and understanding psychology more attuned with the impact we impart on audiences. 

From script to screen and everything in between, getting it all right can be profoundly rewarding. The words and, on good days, sentences written for ourselves or our organizations have the potential to reshape how people see the world in small, almost unnoticeable ways and in grand life-altering ways that have shaped the course of world events. Nothing else is so important. 

What do you think? Where are the writers of tomorrow headed in terms of skill sets and craft? Are they really destined to be replaced in part by automation? And as an aspiring or working writer, would you want to take a class like the one being taught at the University of Nevada, Las Vegas?

Writing Occupations Are Changing. Are You Changing With Them?

As much as 75 percent of marketers may be increasing content creation, but the average job growth rate for occupational writers isn't keeping pace. According to the U.S. Department of Labor, job growth for writers averaged 2 percent, with exception to some specialized fields such as technical writers.

As more and more content is produced, organizations are relying on other occupations to produce material for their communication channels, including blogs and social media, while occupational writers are simultaneously being asked to specialize while overseeing generalized content being produced by their non-occupational peers. Specifically, it's not uncommon for a writer (or communication manager) to be assigned specific projects but also serve as an editor for the organization.

Likewise, other companies are growing content while charging occupational writers with other titles, such as coordinator or manager, and then making them responsible for a broad range of advertising, marketing, and public relations tasks. Interestingly enough, however, the integrated communication specialist track hasn't taken hold as an occupation path even if it has been adopted in practice.

Writers are being asked to review content well beyond their scope. 

Nowadays, it's not uncommon for marketing managers to write news releases or for public information officers to be tasked with writing advertisements. Both tracks ought to expect a heavy load of proofreading, editing, and rewriting too as more employees, managers, and executives write content.

There isn't anything wrong with the shift in work loads, aside from obvious time famine, but it does require professionals self-assess their abilities and continually strengthen their skill sets in areas where they are less familiar. Ergo, most copywriters are not familiar with news release writing and Associated Press Style guidelines, and most journalists or public relations specialists aren't always prepared to relax their desire to write with a certain literalness. (Some even struggle with relaxed blog content.)

The outcome can be found everywhere, as advertisements become boring and marketing puff pieces attempt to masquerade as news. As they do, ironically, outcomes begin to wane with the only solution offered up by some is to double down on the investment. There is only one problem with that. More lackluster communication doesn't produce results with luster. It exposes dullness to more people.

Stop trying to wear different hats and start writing from the inside out. 

One of my biggest issues with clients and so-called brainstormers who want steal everyone else's work is that it never produces anything that elevates the conversation. It's writing from the outside in, and only contributes to the communication overload suffered by more and more consumers today.

They don't need more content. They need the right content, written in a way that meets organizational goals and best suits the medium.

This is also why I transformed Writing For Public Relations at the University of Nevada, Las Vegas into Writing Across Communication. It's a better way to expose writers to different styles, formats, and techniques that used to be associated with specific fields. You see, I believe we have to start  teaching occupational writers how to write differently given we live in a world where copywriters are asked to write blog posts or white papers, public relations specialists are asked to write advertisements and 140-character tweets, and journalists are asked to be adept with social media and broadcast — all the while proofreading and editing everyone else's contributions too.

So rather than teach writers to form professional perspectives, they really need to understand the core communication components of an organization and various processes used in creating effective communication. After fundamentals, they can learn four primary approaches to effective communication: journalism, public relations, content marketing, and advertising.

While many writers likely find they are more suited to one approach over another, diversification also strengthens specialization. Even fiction writers can benefit from learning different writing approaches. Many fiction writers begin as journalists or copywriters before transitioning to the arts.

Hey Writer ... Why Do Think Your Words Are So Special Anyway?

As mind boggling as it seems, we will be exposed to more than a million words today. No, we won't see all of them, but they are there — framing webpages, breaking up social media updates, decorating walls, accompanying us to work on the horizon, and tucking us in when we go to bed.

Even those who didn't pick up a book this year — their lives are overflowing with words. In fact, this overwhelming volume of messages might even explain why the number of book readers has dipped in recent years. With as much content as people consume, voluntarily and involuntarily, it becomes increasingly difficult to fathom why anyone might want to add a few thousand more.

If you write, it ought to make you think too. What makes your words so special?

It doesn't even matter what kind of writer you might be. Literary writers have the seemingly impossible task of targeting voluntary readers to add more words to their lives, which is precisely why most authors never break more than $10,000 per published novel. Content marketers and copywriters have a seemingly impossible task too.

They target otherwise involuntary readers, using interruption, distraction, and attraction as tools of the trade. But even if they are very good at it, even great at it, most of them know that the number of times a reader has to be exposed to a message before it sticks has increased from three times in the 1960s to somewhere around 300 times today.

Even if it does stick, awareness is fragile. One typpppo, intentional or not, and even the best written message suddenly evaporates as our minds are attracted more to mistakes than best intentions.

Sure, some people argue that typos have become okay. They really aren't so okay when you realize they tend to attract more attention than the message.

Sure, we can all appreciate that the quantity of communication (how much we write) and the speed of communication (how fast we are asked to write it) has certainly contributed to the diminishing rate of quality — so much so that forgiveness is given much more readily than it once was. But does that make it right?

It depends, I suppose, on our expectation of outcome. Do we want people to remember our message or our mistake? If you want them to remember your message, then the error acceptance rate is zero.

If you want people to take the time to read your work, then take more time to write it.

In a few weeks, I'll be teaching Editing & Proofreading Your Work at the University of Nevada, Las Vegas. There are several takeaways from the class, including a better measure of how much time — from research to layout revisions — writing projects require (even if very few have such luxury).

It also includes some fundamentals on proofreading (the final polish) the work, start to finish:

1. Read the content out loud, slowly, with special attention paid to alliteration
2. Break up the content with a ruler, allowing you to see a line instead of a page
3. Start from the bottom up and backwards, seeing each word to check spelling
4. Print the content and, if you cannot print it, then change the font size and style
5. Set the work aside for a few hours or a day between writing, editing and proofreading

If you noticed that each of these techniques is tied to tricking your brain to see the content differently, you are right. The phenomenon that makes other people's writing errors stand out is the same phenomenon that makes ours so hard to spot. It's likely related to the Troxler effect, an optical illusion where unchanging stimulus away from a fixation point will fade and disappear.

Becoming a better proofreader of our own work often means changing the stimulus so our brain doesn't fill in details that don't exist after we've fixated on the work. Conversely, readers tend to spot errors much more quickly because the error disrupts the unchanging flow of content and our brains are programmed to see disruption. Never mind that our perception of authorship is the only change.

This isn't the only area where perception affects our writing. The value we place on it is based largely on perception too, unless we invest the time it takes to elevate the reader instead of merely informing them. Why bother? An article of 750 words is .00075 percent of the words someone will see today.

Educators See PR Trends From A Different Perspective

When the Public Relations Certification Program at the University of Nevada, Las Vegas (UNLV) began experiencing a decline in enrollment several years ago, most people pointed to the economy as an explanation. I didn't see it that way. The decline in enrollment was the symptom of an ailing industry.

As the old business model for journalism in the digital age began to fail, so did public relations. Sure, some people might call me out with claims that public relations firms are booming. Maybe some firms are, but most aren't relying on public relations as much as content marketing anymore.

Forbes recently called it the devolution of public relations. And while Christopher Penn pointed out that public relations is not doomed, even he couched his assessment in the observation that the media landscape is more diverse than ever before and public relations is adapting to the media landscape. I think he is right, except that it seems public relations firms aren't adapting to the market as much as they are adopting more marketing.

You can see it in enrollment. In prioritizing their educational investment, students and working professionals are more inclined to take classes that seem better suited to integrated marketing communication (which includes content marketing) than public relations. In fact, it was for that reason I asked the university to develop an Integrated Marketing Communication Certificate instead, and include public relations under a new umbrella. UNLV met me halfway with two certificate programs.

Pubic Relations and Integrated Marketing Communication Certificate programs.

Although the complementing certificate programs are still in their infancy and without the marketing support that I hoped for, the concept has merit. The idea is to offer two programs with up to five concentrated core courses while the balance of the curriculum consists of transferrable elective courses.

These are the four classes that I have signed on to teach this fall. Although the descriptions for two of the courses were inherited, three of the four classes are being built from the ground up. The fourth, Editing & Proofreading Your Work, is my long-running class offered three times a year and always refreshed between offerings. Course descriptions follow:

Fundamentals of Public Relations - 6:30 p.m. to 8:30 p.m., Thursdays, starting Sept. 8

Explore the history, principles, procedures, and ethics guiding those who work in the field of public relations. You will also learn concepts, definitions, and techniques related to enhancing an organizational presence, elevating an organizational identity, and reinforcing an organizational brand by serving both the organization and public interest. The class is held Thursdays from Sept. 8 to Oct. 27 (with no class on Sept. 22 and Oct. 20). Course: 163PR6101

Editing & Proofreading Your Work - 9 a.m. to noon, Saturday, Sept. 10

Make a positive impression with clear, concise, and grammatically-correct personal or business correspondence. This half-day program will focus on essentials such as content, flow, mechanics, spelling and punctuation. You will leave the workshop with several editing exercises you may use to self-test and practice the skills you have learned. This class is an intensive 3-hour refresher for all writers, literary and commercial. Course: 163WR1150

Content Marketing - 6:30 p.m. to 8:30 p.m., Thursdays, starting Sept. 26

Gain the insights, knowledge and skills you need to design, develop, promote, and manage digital, mobile, and social content as part of a successful marketing campaign. In this skills-driven class, you will learn some of the newest trends in the creation of compelling and engaging content that not only supports marketing but solidifies customer loyalty in marking them (and the media) as an important part of the campaign. The class is held Mondays from Sept. 26 to Dec. 3 (with no class on Oct. 17, Oct. 31, or Nov. 7). Course: 163MK2120

Crisis Communication - 6:00 p.m. to 8:30 p.m., Thursdays, starting Nov. 11

Weather a natural disaster, accident, product recall, or other organizational crisis with a skillfully executed crisis communication plan. The class will take you through the process of developing a plan while minimizing legal liability, executing the media response, and managing key messages. The final project is to participate in an on-camera interview about your assigned crisis. The class is held Thursdays from Nov. 10 to Dec. 8 (with no class Nov. 24). Course: 163PR6103

Will the new curriculum work? I don't know. While public relations remains a critical component of any integrated marketing communication background and an important skill set, its overemphasis on media relations (for decades) has diminished its attractiveness as a standalone program. So, we'll see.

All of these classes also follow a traditional classroom model so you must be in Las Vegas to attend. In the future, there may be room to develop similar classes as an online alternative or, perhaps, private one-on-one instruction. Considering the direction of education today, it seems inevitable.

Never Mind The Cliche If Its Omission Is A Crime

Every now and again someone complies a list of words that need to be kicked to the curb because the list builder claims such words are overused, overblown, and otherwise tired. Sometimes they're right.

And other times? They aren't so right, at least not so right for everyone. Some people truly deserve the words that others dismiss as overused or in need of being avoided. Maybe you deserve some too. 

The real crime seldom has to do with a word being cliche, but rather the author or orator using a phrase or opinion that betrays a lack of original thought — power word and omit lists, inclusive. 

"The difficulty of literature is not to write, but to write what you mean." — Robert Louis Stevenson

The problem faced by many authors or orators isn't the word they choose but the way they go about choosing it. Instead of investing time to find the right word, they rely on tips and tricks that follow the pendulum swings between popularity and platitude. So rather than ever finding the right words to describe themselves, all they ever do is describe the trends that surround them. 

What they ought to think about instead is writing straight, honest prose that lends clarity to their meaning. A serial entrepreneur is something who has incubated a string of successful startups. A strategist is someone who envisions something new or at least reframes it in an unconventional way. Some of them might even be called innovative or collaborative, depending on their approach. 

The same can be said for any of the nineteen words called out for being hyperbolic. If they apply to you, continue to stand your ground and use them. But if you only grabbed onto to them because they looked good as part of someone else's message, then heed the warning and take the lesson to heart.

Skip manipulations, cognitive distortions, and pretend qualities that you or your company might profess and focus in on those qualities you really do have. That's all anybody really wants nowadays. They want the truth (or as close as you can come to it) with neither exaggeration nor omission.

The Accidental Hiatus After Ten Years. How Life Happens.

A few weeks ago, a long-time friend and colleague sent me a question via Facebook. It was startling to read but not because of the content. It was startling because my immediate response didn't feel right.

"Hey brother, did you quit blogging?"

"No" was my most immediate response but then I stopped myself from pressing send. I hadn't published a stitch of content in more than four weeks — my first sustained break from blogging in more than ten years. "No" just didn't seem to cut it, especially since I was asking myself the same question.

Did I quit blogging?

No, not really. It just happened. Life had become unexpectedly busy in the weeks leading up to my presentation at the NRPA 2015 Conference and never slowed down. It only accelerated. Between a whirlwind series of conferences and conventions, both parents having health scares, and a fully integrated work-life schedule, there wasn't any time left in the day. I decided to skip one week.

One week quickly escalated into two weeks. It was four weeks by the time my friend messaged me — an unexpected hiatus that I didn't have time to really address. Add four more missing weeks to it.

He didn't seem to mind. There may have even been a note of envy in the back of his head. He is coming up on the 10-year anniversary of his blog and thought giving himself permission to write and publish when he wants sounded pretty appealing. Never mind that my hiatus was never so intentional.

It will be going forward. Permission granted.

No, I am not going to quit blogging. I am, however, going to take a page from my friend's unwritten playbook to write and publish when I want without a second thought of maintaining a schedule. Sure, this might sound counter intuitive for anyone who knows anything about social media. Consistency, after all, is part of any well-executed communication plan (especially social media). I stand by it.

Except, here is the thing. My blog has never been part of a communication plan or distribution channel for my company. It could have been, but it wasn't. My goals were always more holistic within the context of education, experimentation, and engagement. Some of this still applies.

Some of it doesn't. While there will always be a place for articles and essays, the social media landscape has changed and it is on the verge of changing again. Social networks are mostly better places for engagement than blogs (even for those of us who lament the loss of long format thought exchanges that still happen but not often enough). Experimentation has mostly moved off blogs and onto other platforms and technologies (except for writing and thought exercises). And that leaves education, which is one reason why I'll never shutter the space. This has been and continues to be one of the best places to sketch ideas, receive feedback, and provide students of mine with extracurricular education — previews and supplements to material I've made part of my classes.

I'll likely spend more time in the classroom. Spring 2016.

Some of the best material I've contributed to the field for the better part of a decade has arguably come out my classrooms. Students bring in some of the most interesting case studies and questions — puzzles that inspire problem solving for the here and now or long-term future. And in the upcoming year, I'll find my feet planted firmly on two campuses.

I have four classes scheduled at the University of Nevada, Las Vegas, during what I hope will be an interim schedule before continuing to build out a new Integrated Marketing Communication certificate program — with more than 40 different classes that would appeal to both working professionals and career explorers. The time is really right to introduce this program, but students are welcome to take any of the following in the interim.

• Editing & Proofreading Your Work from 9 a.m. to noon on Feb. 6. This half-day program continues to be a staple for anyone interested in refining the written word by it making clear, concise, and grammatically correct. It focuses on all the essentials associated with solid writing mechanics.

• Writing For Public Relations on Thursdays from Feb. 18 through April 21. For ten weeks, students learn to master a variety of writing styles and understand how best to apply them to news releases, fact sheets, biographical sketches, feature stories, media kits, and social media. Expect to write.

• Editing & Proofreading Your Work from noon to 3 p.m. on June 6. This is an encore session of the February class, except offered in the afternoon for students unable to attend a weekend session. The format is the same, but every class is different as it adapts to new people and perspectives.

• Shaping Public Perception: Next Step Social Media from noon to 3 p.m. on June 25. When Social Media for Strategic Communication began to feel too mainstream, I knew it was time to expand beyond the confines of social media being a communication "medium" into a fully integrated and incredibly immersive multimedia strategy for public relations, marketing, advertising, and human resources. In a nutshell, this class explores what is happening and what is happening next.

Along with these classes, I have also been invited to teach (and accepted) a full semester course at the College of Southern Nevada. This experimental class cuts to the core of where communication is headed today. Employers are looking for a new generation of multi-disciplined professionals.

• Writing For Design on Tuesdays from Jan. 19 through May 15. Search for class 35048 to enroll in a course designed to help designers master several modern writing styles that are in demand — copywriting, content marketing, and self-promotion across social networks and other media. This lecture-lab class will help students become familiar with message development, product differentiation, and brand voice while learning to understand how words and design converge.

With these five classes already slated for the spring, there will never be any shortage of topics to revisit from time to time, even if I no longer intend to keep a schedule. It is part of a bigger change.

The not-really-so-accidental hiatus. How times change.

I alluded to a direction a few years ago and I've stayed the course ever since. It came from the realization that the quantity of time we have is not as important as the quality. The thinking applies everywhere.

As I started to remake my life and profession in a very different fashion, I decided that I only had time for a handful of the very best clients I could find and not just any client I could find. This might sound as counter initiative as my opening graphs to anyone who ever wanted to build a business.

Except, here is the thing. I'm happy helping a few people build their businesses or organizations and no more than that. I'm not really looking to build another business of my own anymore. And this realization provides me a luxury that very few people get to enjoy until they are almost worn out.

Nowadays, I have to love my clients or they are not my clients. There are no exceptions. At the first sign of angst, I resign the account with no hard feelings. And, not surprisingly, for those relative few I keep close — I am increasingly passionate and proficient in everything we do. It's magical.

As I've written before: Everyone is driven by something. We can choose what drives us. I'm driven by helping a few great people who lead some amazing organizations, teaching a few students with limitless potential, living my life surrounded by the people who matter most, and carving out a few more hours out of my week so I can write stories that have been held hostage far too long by a fixed schedule. That's all there is and it's enough to fill me up — it's more than most people ever have.

How about you? If you could be driven by something, what would it be? And once you've settled on a few ideas, give yourself permission to ask why you aren't letting that desire drive you as if all that time you think you have in the world has almost run out. It had run out. Good night and good luck.

Technology Is Transforming Education Right Before Our Eyes

Education is experiencing a tech revolution, but it's only a single facet of our near future landscape. As much as some standardization is seen as an opportunity to level the educational playing field, technology is simultaneously making education and educators accessible for anyone who wants more.

Some parents, myself included, are becoming keenly aware of the opportunities technology affords our children as it pertains to education. I became especially attentive to it two years ago after discovering that my daughter's reading proficiency wasn't keeping up with her course work.

This summer, thanks in part to a reading program I developed for her, she is reading The Hobbit, which is three to five years above her grade level. Sure, she still struggles with some of the words, but that's the point. I want her to feel challenged.

In fact, since then, her summer education program has expanded beyond reading. Between sites like education.com, skillshare, and code.org, there is no shortage of educational content. It keeps her balanced between free play and other activities like art camps or softball clinics or guitar lessons.

It also keeps her up to speed on core subjects while introducing her to skills that she will be unlikely to learn in school (like coding or graphic design) at her age. And for me, as a university instructor, it provides a sense of how to improve my own classes as well as education in general.

Five opportunities for the next generation in education.

• Standardization will lose out to innovation. Given that an overemphasis in standardized education can lead to stagnation as the bureaucracy that oversees curriculum becomes too slow to adopt new concepts, a next generation solution will help educators get ahead of a subject curve. Best practice lesson plans could eventually populate state or national education centers, with the best of them raising the bar on what the nation considers "standard."

Teachers would be given much more flexibility if administrators received grants and additional funding for best practice lesson plans produced by their schools. The system could also provide incentives for teachers to innovate, giving them a reason to think of their jobs as year round.

• Educators will be rewarded for engaging students. As technology continues to remove proximity from the equation, administrators will discover that their educators are assets to the institutional brand. As it happens, the surge in filling courses with adjunct professors to save money will shift toward attracting top talent that the high school, college, or university can market.

After all, when you can take an online writing course from James Patterson for $90, it makes it much more difficult to justify the $600 course taught by an MFA graduate. As a result, universities will have to get back to the business of bringing in marketable talent — professors who can excite students.

• Liberal arts will evolve into liberal tracks. There continues to be pressure to transform the educational system into something much more vocational. The push to create more vocational schools is mostly attributed to STEM education programs, especially technology, as more people see the field as being future proof in terms of career opportunities.

While this is true, some professors are seeing some slippage in other skill sets that used to be covered as part of a liberal arts education. Specifically, tech savvy students sometimes struggle with public speaking, presentation, psychology, communication, business, and other skills that are associated with liberal arts. New classes (including history and philosophy) will be reintroduced as mandatory electives.

• Employers will reassess how they see candidates. Isolating job candidates based on holding a bachelor's or master's degree (or years of experience) will be supplanted with new measurements. Educational achievement will be balanced to consider an applicant's body of work (such as their programs, applications, campaigns) and ancillary continuing education in addition to their degree.

For example, candidates who have completed emergency management courses offered by FEMA will be recognized as having more educational experience than those who took one or two public disaster communication classes as part of their liberal arts degree. Likewise, a design portfolio or computer program could prove much more predictive in choosing the right candidate.

• Initiative will become a most valued commodity. While initiative will likely never become a class on its own, it will eventually become one of the most sought-after attributes for candidates to demonstrate throughout their educational careers. As such, it needs to be baked into education.

Those students (and, subsequently, candidates) who have a track record for meeting whatever "standards" are set and then go on to do more — sports, extracurricular, leadership, advanced students — will quickly discover that they will have more choices in choosing their educational paths and careers. Where education can stimulate such a trait is in creating a layered approach to education where students can take on additional projects or course material beyond what's required.

My daughter is on two education tracts — one at school and one at home. 

It's easy to become excited by the potential for technology in education, but it isn't technology alone that creates a new landscape. It will take teachers to develop new programs and find suitable methods of application for a variety of audiences. It will take programmers and designers to make the material feel intuitive, and it will take parents to offset everything their children can learn.

For my daughter, her summer program includes math, reading, and writing with science, history, and art on alternating days. In addition to these fundamentals, she also invested a half-hour in guitar and a half-hour in coding before her days ended with softball or baseball practice. She loved every minute.

While some people were taken aback by her enthusiasm for summer homework, she was as passionate about learning as she was for some of the incentives. And that, more than any other measure, reinforced to me that innovation, engagement, diversity, integration, and initiative are what's needed most in education. As for technology, it's potentially the best tool to help us deliver on it.