University of Chicago’s Unique Writing Program

Overview

• The program uses a top-down approach to writing rather than the traditional bottom-up approach common at other institutions.
• Unlike many other universities that cater primarily to freshmen with introductory writing courses, the University of Chicago's program focuses on helping faculty, especially in the medical school.
• The program was created because faculty members often struggle more with writing than students, contrary to the traditional belief that writing should be mastered early on.

Key Points on Writing Philosophy

• Misconceptions about Writing:

  • Writing is not just a basic skill to be acquired in early education; it is a complex process that continues to develop throughout one’s career.
  • The belief that writing should follow strict rules can hinder advanced writers who are already operating at high levels of expertise.

• Differences in Writing Patterns:

  • Experts (like faculty) use writing to think through complex ideas, while novice writers typically complete their thinking before they begin writing.
  • This key difference poses unique challenges for expert writers who need to consider their audience’s reading patterns.

• Expert Writers vs. General Readers:

  • Expert writers often have developed language patterns that may not align with how their audience reads and interprets texts.
  • Miscommunication can arise when expert writers fail to anticipate how their readers might misinterpret their work.

The Importance of Value in Writing

• Writing’s Purpose:

  • The goal of writing at an advanced level is to facilitate a change in the reader's perspective, not merely to convey personal ideas.
  • Writing must be perceived as valuable by the readers—it must resonate with their interests and needs.

• Common Mistakes:

  • Many academic writers have been trained to prioritize clarity, organization, and persuasion, but they often overlook value.
  • Students should focus on how their writing serves the audience rather than how it reflects their understanding of a topic.

Strategies for Improvement

• Audience-Centric Writing:

  • Writers should identify their audience and understand what those readers value.
  • Academic writers should engage with existing literature by highlighting inconsistencies and gaps rather than just summarizing.

• Literature Reviews:

  • Writing a literature review should not be about showing knowledge but about advancing a current understanding by illuminating tension and unresolved issues in the field.

Writing Style and Language Use

• Effective Language:

  • Writers should use language that reflects instability (e.g., "however," "nonetheless") to engage readers more effectively.
  • Writers must understand the codes of their communities and use terminology that signals value to their specific readership.

• Cost-Benefit Language:

  • Highlighting the costs of existing knowledge gaps or the benefits of addressing instability in the field can create a stronger argument.

Closing Thoughts

• The primary function of academic writing is to participate in and contribute to ongoing conversations in a field; it is not about preserving individual ideas.
• Larry McEnerney encourages writers to adopt a mindset that prioritizes the interests of their readers and to approach writing as a means to change perspectives rather than as an end in itself.

Resources and Support

• Larry McEnerney is available for individual appointments to assist with writing challenges. His contact email is lmce@uchicago.
  • Students are encouraged to reach out for help, as navigating complex writing can often require guidance and insights from experienced faculty.