Call me simple-minded, call me anti-intellectual, but I believe that most poor scholarly writing is a result of bad habits, of learning tricks of the academic trade as a way to try to fit in. And it's a result of lazy thinking. Most of us know that we may not be writing as well as we could, or should. Many academics have told me that they suspect they are bad writers but don't know how to get better. They are often desperate for help. I tell them to reread Strunk and White, and to take a look at "Politics and the English Language." Yeah, yeah, they say, and get buried working toward the next submission deadline, prepping for the next class.
Everybody knew that eight hours a day was pretty much the limit for a guy swinging a hammer or a shovel; but those grey-flannel guys are just sitting at desks. We’re paying them more; shouldn’t we be able to ask more of them?
The short answer is: no. In fact, research shows that knowledge workers actually have fewer good hours in a day than manual laborers do — on average, about six hours, as opposed to eight. It sounds strange, but if you’re a knowledge worker, the truth of this may become clear if you think about your own typical work day. Odds are good that you probably turn out five or six good, productive hours of hard mental work; and then spend the other two or three hours on the job in meetings, answering e-mail, making phone calls, and so on. You can stay longer if your boss asks; but after six hours, all he's really got left is a butt in a chair. Your brain has already clocked out and gone home.
French Children Don't Throw Food (When People are Watching) (Liz Garrigan, I am Carla Bruni's Neighbor), which I got to via The Truth About French Parenting (Pascal-Emmanuel Gobry, The Atlantic).