Lecture Notes on the University of Chicago's Writing Program

Key Differences in Writing Programs

The University of Chicago uses a top-down approach to writing.
Most other institutions focus on freshman writing courses (composition, seminars).
Chicago's program supports faculty writing rather than being remedial for students.
Notably, there are more faculty than freshmen at Chicago due to faculty involvement in the medical school.

The program was initiated in the late 70s/early 80s to assist faculty with their writing challenges.
It challenges the common notion that writing is a basic skill acquired early in education.
A significant focus is on aiding faculty who often struggle more with writing than students.

Expert Writers: Participants are considered expert writers who use writing to think at complex levels.
Unlike journalists, who write to convey information, expert writers use writing as a tool for deeper thinking.
There is a distinction between the writing process and the thinking process, which often overlaps for expert writers.

Writing generates a text meant to communicate complex ideas; the challenge lies in how readers interpret that text.
Expert writers often write in ways that can interfere with readers' comprehension, leading to misunderstandings or disengagement.
Common reader reactions include:
- Slowing down: Readers may need to reread sections due to confusion.
- Misunderstanding: Failure to grasp the intended meaning or argument.
- Aggravation: Increased frustration leading to disinterest or stopping reading altogether.

Writing must shift focus from merely conveying ideas to changing readers' perspectives.
Recognizing that writing is not about displaying knowledge but about generating value for the reader is crucial.
The audience's perception of what is valuable affects their engagement and understanding.

Many believe writing is about following rules, but this can hinder effective communication with readers.
Writing needs to be valuable, clear, and persuasive, but value is paramount.
Writers often mistake their training for rules that cater to a classroom environment where readers are paid to care.

Focus on creating instability and tension in the writing to engage readers effectively.
Use specific language and codes that resonate with the target audience to establish value.
Avoid explaining or defining concepts that might be perceived as extraneous by knowledgeable readers.
Lit reviews must enrich the problem rather than merely recap previous work, showing how it challenges existing knowledge.

Academic writing should be seen as a dynamic conversation rather than a static presentation of knowledge.
Writers should prioritize the community of readers and their expectations when crafting texts.
There is an emphasis on understanding the readers’ doubts and the costs/benefits of addressing them.
Writers are encouraged to meet with faculty for support and guidance on writing challenges.