University of Chicago Writing Program Lecture Notes

Overview of the Program

Top-Down Approach: Unique to the University of Chicago, as opposed to the common bottom-up approach used in other universities.
Primary Focus: Unlike most institutions focusing on freshmen writing, Chicago's program serves faculty and graduate students across the medical school and other departments.
Historical Context: Originated in the late 1970s/early 1980s to improve faculty writing skills rather than student skills, recognizing that faculty often struggle more with writing.

Not Remedial: Emphasis on writing as an advanced skill; the program is not about fixing "basic" issues but about enhancing sophisticated writing.
Rule-Based Training: Critique of traditional rule-based writing education, which may not be effective for expert-level writing.

Expert Writers: Those who write about complex topics; their writing process is intertwined with their thinking process.
Thinking vs. Writing: Unlike students, experts often use writing as a tool for thought development, not just communication.

Vertical vs. Horizontal Axis: Texts are generated horizontally during the writing process, but the impact depends on how they affect readers vertically.
Interference with Reading: Writing patterns that work for the writer may hinder the reader's understanding, leading to misinterpretations or disengagement.
Reader Expectations: Readers (even fellow experts) approach texts seeking clarity and value; if they encounter confusion, they may stop reading.

Value Over Clarity: Writing must not only be clear but also valuable to the reader. Clarity without value is ineffective.
Perception of Importance: The question is not whether the work is "new" or "original" but whether it adds value to the reader's understanding.

Word Choice: Specific language can create a sense of value for the reader. Key words signal importance and encourage engagement.
Understanding Codes: Writers must learn and use the specific language and codes relevant to their audience's community.
Focus on Problems: Position problems clearly for the readers; establish the instability of the current understanding to make the writing impactful.

Function in Academia: Different functions for different audiences. A lit review is not just about showing what you know; it should enhance the problem being discussed.
Constructing Problems: Good lit reviews create tension and complexity rather than just summarizing existing knowledge.

Writing as Dialogue: Understanding writing as a process of engaging with the reader's ideas and community.
Resources and Support: Open invitation for students to seek help with their writing process, emphasizing the challenges faced by writers in academia.