Bronwyn T. Williams, Director
If you’ve ever heard someone from the University Writing Center talk about what we do here you’ve likely heard them say that our goal is to do more than help a writer simply “fix” a current draft. We also want to provide ideas and strategies to help that person become a stronger writer in the future. Some of these suggestions are nuts and bolts suggestions about organization or revision or grammar and usage. Yet we also believe that writing well involves more than just mastering a set of skills. The writing processes we use, as well as how confident and motivated we feel to work on a piece of writing, can be crucial to how successfully any writer navigates new writing challenges.
Talk to many university students – or, quite frankly, most people in the culture – and you will hear people say things such as “I just can’t write,” or “I’m not a born writer.” After years of unproductively harsh criticism, rather than constructive instruction, they have internalized a belief that there is some kind of hidden magic to being a good writer, and that they don’t have it. The truth is, that writing well takes time, practice, failure, revision, advice, and is an ongoing, life-long learning process for all of us. There are simply no “born writers.”
In recent research of mine, I have been focusing on what makes people feel anxious about, or confident in, their reading and writing abilities at a given moment. Put more simply, what makes a person feel literate at one time and not another. Many factors facilitate or obstruct such a feeling of agency for people. A new technology can make writing suddenly much easier, or can make previously simple actions complicated and confusing. A teacher’s response to a writing assignment can be dismissive and discouraging, or offer encouraging suggestions for revision that make a writer feel that success is possible.
Culture, material conditions, language, and many other factors shape all writers’ perceptions of agency. All of these external influences result in experiences, emotions, and memories that also shape such perceptions. My research on how these factors influence student writers took place in part at the UofL University Writing Center as well as with students in the United Kingdom and Kazakhstan, (the book is titled Literacy Practices and Perceptions of Agency: Composing Identities). In this research, I drew on research in psychology and neuroscience, as well as other fields, to understand how writers’ sense of confidence could vary dramatically from one context to another and how that affected their abilities to write successfully. A student could write well in one course, and struggle in a new course, even in the same major, when facing a new genre. Another student could excel at writing at work, but not at school. Each experience creates a different emotional memory that will influence how that student both thinks and feels about a similar writing situation the next time it comes up. Research in psychology on emotion, memory, and motivation, illustrates how important the kinds of response we provide as writing consultants and teachers is to the ways in which students approach their writing.
At the University Writing Center, we have incorporated some of the ideas from this research into the ways we work with writers. We are developing strategies that help writers approach revision, even substantial revision that will require a great deal of work, with more confidence in their abilities to do such difficult work, and more internal motivation to complete the work. One key part of this approach is helping writers understand that their struggles and anxieties are not unique to them, but typical of all writers, from first-year students to famous novelists. We sometimes take the time to talk about how learning anything is first a struggle, but one that they can work through. Writing is not an innate gift, but a learned activity that gets better with practice. That knowledge alone, research has shown, can result in significant changes in how willing student writers may be to put in the hours and effort to improve their work. We both give students strategies for improving as well as talk to them about how, like all writers, they have strengths, challenges, and the abilities to keep learning.
My research is just one example of the ongoing research about writing and the teaching of writing that takes place at the University Writing Center. We are, as our mission statement points out, “committed to being part of ongoing scholarly conversations about the teaching of writing.” You can see this research reflected in work that Cassandra Book, our Associate Director, did on our Virtual Writing Center, or by the publications and graduate student projects that you can find listed on our website, or the conferences at which our staff present each year. An essential part of being a research university is the idea that we should use our research to contribute to knowledge in our field and enhance the educational experiences of our students. We’re looking forward to the start of the spring semester and to helping all writers find the strategies, and confidence, that will offer them the chance to express their ideas as clearly and creatively as possible.
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