The University of Chicago's Writing Program

Introduction

• Chicago’s writing program takes a “top-down” approach rather than “bottom-up.”
• Unlike most universities, Chicago doesn’t have freshman composition courses.
• Focus isn’t to help students but to help faculty improve writing, addressing their complex needs.

Historical Context of the Writing Program

• Established in late 70s/early 80s.
• Original aim: Help faculty improve writing.
• Misconception: Writing problems are more profound in faculty, not just undergrads or graduate students.
• Writing viewed as a basic skill learned earlier; the writing program aims to challenge this notion.

Differentiation of Writing Approaches

• Emphasis on stopping rule-governed training at advanced levels.
• Rule-governed writing useful for lower-value, repetitive writing tasks (e.g., business memos).
• Higher-value academic writing needs to focus on readers, not rules.

Understanding the Reader’s Perspective

• Faculty write at the frontier of knowledge, where writing helps think through complex ideas.
• Academic writing involves using the writing process to understand and articulate complex thoughts.
• Unlike journalists, academics use writing to think through new ideas, not just convey information.
• Problem: Academics write using patterns that help them think but interfere with the reading patterns of their audience.

Challenges for Expert Writers

• Expert writers have a different set of challenges compared to beginners.
• Major challenges: Ensuring clarity, avoiding interference with reader comprehension, providing value.
• Common reader reactions: Slowing down, misunderstanding, getting frustrated, ultimately stopping reading.

Importance of Value in Writing

• Writing must provide value to succeed in academia.
• Academic readers read for value, not mere completion or clarity.
• Common Misconceptions:
  • Equating academic success solely with clear, organized, and persuasive writing without value.
  • Academic writing often fails due to lack of perceived value.
• Advice: Stop thinking of writing as rule-bound; think in terms of value and reader engagement instead.

Writing in the Real World

• Real-world readers aren’t paid to care about personal ideas; they seek valuable content.
• Academic readers read to challenge and evaluate new ideas critically.
• Professional Writing: Not about conveying personal ideas but changing readers' perspectives.

Constructing and Presenting Problems

• Academic writing should start with presenting a problem relevant to the reader’s community.
• Effective Introductions: Not about background or definitions but highlighting instability, inconsistency, and challenges in current knowledge.
• Practice: Circle words in published articles that create value—words like “however,” “nonetheless,” “inconsistent” indicate value.

Continuous Evaluation and Revision

• Analyze and adapt to the codes and languages used by readers in the academic community.
• Revisions should involve integrating value-indicative language.
• Build connections with the existing body of knowledge, challenging where necessary.

Recommendations for Writing Success

• Familiarize with community-specific value codes.
• Realize the importance of engaging with and challenging current understandings.
• Recognize the shift from writing to display your knowledge to writing to create value for readers.

Conclusion

• Unique challenges in academic academic writing: Understanding the shift from pedantic to pertinent writing.
• Focus on presenting valuable, challenging, and community-relevant insights.
• Consider reaching out for guidance or feedback on writing.

Contact: Larry McEnerney - lmce@uchicago