Notes on University of Chicago Writing Program Lecture
Overview of the Writing Program
University of Chicago has a unique writing program
One of the few in the country that adopts a top-down approach to writing
Unlike other universities which focus on freshman composition, Chicago’s program supports faculty development.
Historical Context
The program was established in the late 1970s - early 1980s.
Initial goal: to assist faculty with their writing challenges rather than focusing primarily on students.
Noticed that while freshmen could write well, the writing skills of third- and fourth-year students and graduate students deteriorated.
Misconceptions About Writing Programs
Many perceive writing programs as remedial, designed for those who struggle with basic writing skills.
Faculty often view assistance with writing as offensive or unnecessary.
Writing Challenges for Experts
Experts in their fields often write to clarify their thinking, which differs from the writing process taught to students.
Writing at an expert level requires different strategies than general rule-governed writing.
This leads to issues in how expert writing is received by readers.
Reader-Centric Writing
Key principle: Writing should be focused on how it impacts the reader's understanding.
Experts must recognize that their writing patterns can interfere with how others read and comprehend their work.
The vertical axis of writing refers to how it changes the reader’s perspective, while the horizontal axis refers to the writing process itself.
Common Reader Reactions
Readers may experience multiple responses when faced with complex writing:
Misunderstanding of content
Slowing down to reread
Aggravation leading to disengagement.
Importance of Value in Writing
Writing must convey value to be effective.
Clarity and organization are important but are secondary to the value the writing brings to the reader.
The misconception that students’ works are inherently valuable because they are students needs to be addressed; outside of academia, readers are not incentivized to engage with the work just because it exists.
Writing to Change Ideas
Writing is not merely about conveying one’s ideas but about changing readers’ perceptions.
Writers must learn to present their work in a way that elicits interest and value from their target audience.
Understanding Reader Communities
Writers must understand the specific communities of readers and what they value.
Key takeaway: The effectiveness of writing hinges on knowing what the audience deems valuable and how to communicate that value.
Practical Strategies for Improvement
Spend time analyzing published articles in your field to identify value-creating language.
Create a word list from these articles to enhance one's own writing with terms and phrases that signal value to readers.
Recognize that different communities have different codes and expectations for what constitutes valuable writing.
Importance of Problem Identification
Identify problems that your writing addresses from the reader's perspective—not just your own.
Effective writing engages with instability and inconsistencies within existing knowledge.
Conclusion
The lecture emphasizes the necessity of adapting writing processes to meet the expectations of academic readers.
Acknowledgment that writing can be a difficult and emotional process, but assistance and feedback are available through the writing program.