University of Chicago Writing Program: Top-Down Approach to Writing

Overview

• Unique Approach: One of two programs in the country using a top-down approach to writing.
  • Most programs focus on freshmen writing courses; UChicago's writing program addresses faculty and advanced students.
  • Conceived in the late 70s/early 80s to assist faculty in writing.
• Faculty Ratio: More faculty than freshmen due to their roles in the medical school as both educators and practitioners.
• Objective: Not remedial; focuses on aiding faculty and advanced students in refining their writing.
• Anti-rule-based: Focuses on thinking about readers instead of adhering to rigid rules.
  • Rule-governed training suitable for low-value, high-quantity writing. Not fit for high-value academic writing.

Key Concepts

Expert Writers

• Definition: Individuals writing about their area of expertise, not learning it for the first time.
• Difficulty: Utilize writing to think and generate new ideas, unlike journalists who use writing mainly to report.
• Challenges: Writing for complex ideas can interfere with readers' understanding.
  • Readers often slow down, misunderstand, or stop reading due to complexity.

Reader-focused Writing

• Value Creation: Writing must be valuable to readers beyond academic settings.
• Difference from School: In school, teachers are paid to read your work; in professional settings, readers are not.
• Persuasiveness: Persuasion depends on demonstrating the value of your work to the readers, not just clarity and organization.

Writing Dynamics

Complexity vs. Readability

• Experts use language and patterns that aid their thinking but hinder reading comprehension.
• Reader's Perspective: Important to write considering readers will challenge and scrutinize the text.
  • Avoid explanation-focused writing; argumentation is crucial.
• Misunderstandings: Writers think readers stop due to lack of understanding, but often it's a lack of perceived value.

Analytical Writing

• Definitions vs. Value: Avoid starting with definitions; focus on arguments and demonstrating value.
• Challenging vs. Adding: Important to challenge existing knowledge rather than merely adding to it.
  • Example: **