University of Chicago Writing Program

Top-Down vs. Bottom-Up Approach

Unique among US universities, Chicago adopts a top-down approach to writing education.
Most other institutions focus on freshman writing courses; Chicago does not have a freshman composition course.
More faculty than freshmen on campus, many teaching in medical school.

Purpose of the Writing Program

Created in the late 70s/early 80s to assist faculty, not students.
Faculty often struggle with writing more than students, opposing the common perception of writing as a basic skill learned in primary education.
The program aims to improve faculty writing abilities rather than remediate students' writing deficiencies.

Misconceptions about Writing Courses

Writing courses often viewed as remedial, leading to hostility among experienced writers (e.g., faculty).
The program does not focus on rules for writing; instead, it emphasizes understanding readers and their perspectives.
Writing must be valuable to the audience rather than simply conveying the writer's thoughts.

Differentiating Expert Writers from Students

Expert writers write about complex subjects; their writing should reflect their expert knowledge.
Unlike students, expert writers often use writing to develop their thoughts rather than merely report on them.
Challenges arise because expert writers may write in ways that complicate readers' understanding.

Importance of Reader-Centric Writing

Writing should change how readers perceive the world, emphasizing the importance of considering the reader's perspective.
Experts often use language patterns that hinder readers' comprehension, leading them to disengage or misunderstand the text.
To prevent readers from stopping, writers must anticipate the readers' needs and perspectives.

Writing as a Professional Skill

Academic writing is not merely about personal ideas; it is about creating value for the audience.
Professional writers must learn to navigate the dynamics between their knowledge and the needs of their readers.
Clarity, organization, and persuasiveness are secondary to the primary goal of creating value.

The Role of the Literature Review

Writing a literature review in a professional context serves different purposes than in an academic context.
The purpose in academia is often to demonstrate understanding, whereas in professional contexts, it should enhance the problem being addressed.

Techniques for Effective Writing

Writers should focus on creating instability and tension in their texts to engage readers.
Specific language that indicates instability (e.g. "however," "but," "anomaly") is crucial in guiding the reader's understanding.
Writers need to understand their audience and the specific codes, terminologies, and expectations within their fields.

Conclusion and Encouragement

The writing process is challenging, but developing an awareness of reader dynamics can greatly enhance writing effectiveness.
Faculty and students seeking help with writing are encouraged to reach out for support and guidance as they navigate their academic writing journey.

Note: The writing program at the University of Chicago fundamentally rethinks writing education by prioritizing the reader's perspective and emphasizing the need for writing to create value, rather than conforming to traditional rule-governed approaches.

University of Chicago Writing Program Overview