Tag: writing process

Creating Art: A Painter’s Journey Into the World of Writing

Mary Sherafati, Writing Consultant

Our staff often engage in other creative processes as part of their learning and writing. In this week’s blog post, Mary Sherafati discusses how she finds practicing her painting skills similar to the process of becoming a stronger writer. Check out her journey and her paintings below!

Before beginning my academic journey into the world of writing, I tried to improve my painting as I have always dreamed of being a good painter. I therefore took my first painting classes in 2015. First, I was in a hurry to make a name for myself as a good painter; however, gradually I reckoned that in order to become a good painter not only do I need to be more and more patient but also I need time. I need time to learn, to practice, and to make mistakes several times. I also learned that to be a good painter, I should not be afraid of receiving feedback, either positive or negative.

One of the most important processes in creating a picture is brainstorming. At first, I could not do it alone. For example, I looked at a flower, and wanted to draw it, but I did not know how to start, I felt stressed out and started to blame myself thinking that I’m the least talented person in painting. Since I loved painting and felt enthusiastic to progress, I talked to my painting teacher. She helped me, then, with brainstorming. For example, she taught me a technique through which I first see the pictures in geometric shapes including circles, squares, triangles as well as rectangles. Through this technique, my fear was removed gradually. She continued teaching this way to assist me in making an outline before the main step of painting. She wanted me to draw all the geometric shapes that I saw in the picture on my paper without being worried about the result. It was awesome, as through this way of outlining, I learned how to paint.

I learned that brainstorming and outlining are so important. For example, if I wanted to paint a bird, I draw its head as a circle, its body as a triangle, and its tail as a rectangle. Then, I learned that to make a good picture, I need to receive feedback and I need to draw the same picture several times to make one of the best pictures. I learned that I need to be patient and trust time to improve my painting by experiencing it. I also learned that I should know the genres as well as the techniques for painting and follow specific strategies. For example, for painting with collage technique, you have the combination of reality with painting, or combine a real picture with your painting. In the following picture, the flowers are real, the bird is the amalgamation of my painting and a real picture, and the context and the small pictures on the corners are my own painting:

For cubism and imperialism, on the other hand, I learned that the combination of colors make the picture. It needs lots of practice to recognize how to create art just by mixing the colors. Sometimes, when you look at the picture close by, you might not understand the power of the colors and the painting might look strange, but when you step back, and look at the picture from a little bit far distance, you feel how amazing the picture is. Like the following picture:

When I started my academic journey in writing, my experience of painting helped me a lot. To me, writing and painting follow the same processes. For example, I learned that like painting, I need to brainstorm and create a picture of what I am going to write about. I, moreover, was in the habit of making an outline for my writing. At first, I could not make my outline alone, so I asked for help from my writing teacher. I learned that for making my outline, I should know the genre as well as the context of my writing, and follow a specific technique based on that. These were all tasks I practiced before through my painting classes.

For example, I learned that for some tests like IELTS, I need to write my writing based on the types of questions, and depending upon the types of questions, my writing style should be different, my body paragraphs should be different, and more. For direct questions in IELTS writing tests, I need four paragraphs, whereas for argumentative questions for the IELTS test, I need to have five paragraphs. Gradually, I also learned how to write for class assignments, how to write an article, a book review, or a conference paper. Additionally, what has made my writing and painting experience similar was the process of receiving feedback from more experienced writers and painters, and having several drafts. I learned that to be a good writer, I need to revise my paper several times based on the feedback that I receive. I learned that feedbacks might be positive or negative, but both have been constructive for me so far.

Parallels between painting and writing:

In order to show you how good writing as well as a good painting will be created by being patient and by practicing a lot, I will give you some examples through which I discuss and analyze one of my paintings as well as my writings from my first draft to the final one. During my drafts, I received feedback from my instructors and peer colleagues as well as fellow students.

Here is my first draft of painting in which I tried to paint some flowers in a vase:

This draft made my painting teacher frustrated, and she wanted me to paint again. At first, I got frustrated and stopped painting for three weeks; however, I love painting, so I tried to listen to my teacher and go for my second draft:

In my second draft, the vase looks good, but the flowers were not still acceptable. This time, both my teacher and I wanted to see what my third draft would be like:

In my third draft, the flowers were seemed better, but the vase was not my favorite. I went for two more drafts as well . Although my teacher could see my progress, she encouraged me to practice more and more and trust time. I started painting the vase and flowers in January, and here is the result of my practice, and being patient and trusting time in March:

As you see, the final version looks much better.

The same also occurred for my writing assignment. I had to write a conference paper. It was about a proper type of feedback in writing in a translingual context. This process of drafting, getting feedback, and revising happened three times before I finally landed on an innovative approach, and I reckoned that I have been the first person to discuss the approach I wrote about in my paper.

As a result, these types of practicing, and having several drafts for my writing and revising my papers based on the feedback I received and my further studying not only helped me achieve an A in my course subject but also made me creative and helped me create something totally new and beneficial. The same is also true for my painting. In the following painting, my teacher only asked me to draw the banana, but I like birds, so I tried to be creative and paint it on top of the banana. I also love the flowers, so I tried to have them all in one picture:

Isn’t my painting interesting?

Conclusion:

In my opinion, and based on my experience as a writer and a painter, in order to be great artists and writers, we need to practice a lot. We should learn that we need to trust the process. We should start with brainstorming, continue with outlining, and then try to cover some drafts. Also, in order to become a good writer, we need to be self-confident and trust time, as my experience shows that if we gradually practice and not give up, we will improve. During our journey, we should not feel ourselves alone and take the role of receiving feedback a lot more seriously. In my opinion, great artists and writers are the ones that share their work with others and ask for feedback. This is why we have art exhibits. This is why we have the Writing Center!

Come see us and share your writing as well as writing concerns with us! I’m sure you will enjoy your meeting with us and see your improvement in writing via the feedback you receive from us.

Enjoy some of my other paintings please:

Getting Started with Writing

Mary Sherafati, Allie Degner, Shayani Almeida – Writing Consultants

How to write (Mary):

If you want to learn how to become a good writer, you should write every day. It will help you exercise the part of your brain responsible for your writing skills. For example, you can write in a diary. It can help you focus on your writing without worrying about your audience or anyone else’s thoughts. Moreover, it will provide you with a space to practice vocabulary. You should, in addition, read a lot. Reading is an excellent way to improve your writing skills. You can begin reading short novels and stories that interest you. Please think positively about writing and do not be afraid of it. You can also take some courses. I highly recommend you take part in our writing sessions. We have open writing time, faculty and graduate student writing groups, and creative writing groups. Through participating in our writing sessions, you can receive constructive feedback that can help you improve your writing. Please do not be afraid to ask for feedback from peers or editors, as it is one of the best strategies to improve your writing.

Remember that becoming a good writer takes practice and dedication, so do not be too hard on yourself as you start. It would be best if you also learned to overcome resistance since writing can be difficult at first, but it is essential to push through the resistance and keep going. You can develop your skills to produce excellent content with time and effort. Remember that building a confident mindset is essential to becoming a more confident writer. You can do this by setting realistic goals and controlling your internal dialogue. Focus on your strengths and celebrate your successes, no matter how small they may be.

Creating a topic (Allie):

Sometimes, developing a topic can be the trickiest part of your paper or assignment, as the rest of your project is determined by what it is your topic will be. There can be a lot of pressure on figuring out a topic, but do not stress! It is not as hard as you think.

First, if you have a list of possible topics but need help narrowing it down, focus on the topic that seems like most applicable to what the assignment is. Looking at assignment guidelines, what topic seems to fit the project the best? What would be the most interesting topic you could research or discuss for the assignment? Exploring these questions might be helpful for thinking about the topic in terms of what the assignment is asking for. However, you also want it to be a topic that you are also interested in, because that can help to fuel your motivation for completing the assignment. There is nothing worse than having to pour time into exploring a topic that you are not the slightest bit interested in. So, choose something you like!

Of course, your topic will vary depending on what the assignment is for your class. A lot of assignments require outside sources, and if this is the case for yours, it is always helpful to first check out what kinds of sources there are for your topic before you decide. If you can narrow down potential topics to three that stand out to you, it is helpful to therefore explore library databases or Google scholar to find what kinds of sources there are online that will help further develop your topic. Depending on the assignment you are doing, it is either a good or unhelpful thing if there are not many sources. It is helpful to not have many sources available for a topic because that will leave you space to do your own research for that topic, but also can be unhelpful if that is not what the assignment calls for.

Once you have browsed around for sources and depending on the assignment that your professor has given, you can ask yourself a couple of questions based on your findings: are any of the sources you have found particularly interesting and would be a good addition to a potential topic you have looked into? Has one of the topics you researched had little helpful sources? Has one of the topics had an abundant amount of sources? Or are they all about the same?

By looking into what kind of research is already out there, it will hopefully help you narrow down a topic for what you can discuss in your writing assignment. If you are still having trouble narrowing it down, remember that there are different resources that can help you! Professors are always available for spring boarding ideas, and us writing consultants in the Writing Center are also always available for helping you choose a topic. If you need help figuring out what sources are available for your topic, the research librarians will spend time with you and help you search for some, too. Do not be afraid to use the resources that are available to you!

Revising and Editing (Shayani):

I notice that most writers find it difficult to revise and edit their drafts to make an excellent final paper because they do not know the techniques for revising and editing. Revision is not like proofreading, although in the final stage, editing includes checking specific details. When reviewing your text, you take a second look at your ideas and you might want to add, remove, change, or make something more convincing. When you start editing, you should take a second look at how you have expressed your ideas. Here, you might add or change words, check, and fix any problems in punctuation and sentence structure. In this stage, you will improve your writing style and make it to be the product of your best efforts.

Once you complete your first draft, set aside your essay since you need to look at it from a fresh perspective. It might be too soon to make changes, so take a break. Reading aloud will also help you identify the key points that you have not addressed in your essay. The next step would be asking someone to provide you with feedback and constructive criticism. Then, look at your essay objectively and take the role of a reader in this phase. When reading it for the second time, we should think, are we satisfied or dissatisfied as readers? And why? This can help us get the best out of our revisions and editing. At the writing center, we help you figure out these techniques and help you create an excellent end product.

Creating Communities of Writers at our Dissertation Writing Retreat

Bronwyn T. Williams, Director

Twelve years ago, in my first year as director, we held our first Dissertation Writing Retreat. Every May since then we have brought together a group of 14 doctoral students from across the University for a week of writing time, individual consultations, conversations about writing – and food. We even did it online during the worst of the pandemic. We just finished our most recent Retreat, my last as director of the University Writing Center, and had writers from nine different disciplines participating. As you’ll see from their words below, it was a reminder, yet again, of why this is such a rewarding and productive experience for everyone involved and why it is the distinctive kind of work that University Writing Center provides to the University.

Dissertation Writing Retreat Participants – 2023

When the writers arrive at the first day of the Retreat they are often not entirely sure what to expect. Yes, they know they will write – a lot – and have individual writing consultations with a University Writing Center consultant, and take part in conversations led by our staff about dissertation writing issues. They are often hoping to get a lot written during the week, and that does happen. But what they are not always prepared for is how much they will learn about themselves as writers and scholars. Most of the people coming to the Retreat have not, during their time in graduate school, had a chance to have sustained conversations about the nature of writing as a researcher and scholar. Yet such conversations, about how they are positioning themselves in their fields, how they are understanding genres of research writing and making them their own, and how they are understanding and refining their writing processes, can provide them with both knowledge and confidence that allows them to find new momentum going forward with their projects. What we know is that, while getting words written during the week matters, the most important things we can offer are advice and insights that they can take with them as writers.

The idea that we are working on more than just on the draft a writer has with them at the moment, but trying to help them become stronger, and more confident, writers in the future is central to the work of most writing centers. What is different about the Dissertation Writing Retreat from our regular consultations is that the nature of the Retreat, of spending each days writing and talking with others, is also an opportunity for ongoing reflection and community building that is rewarding in every way. What I wrote in 2011 about the first Retreat was equally applicable to this year:

“There was the benefit of being part of a community of writers. Writing a dissertation – writing anything, really – can feel like such an isolated and lonely endeavor. This week all the participants in the retreat found themselves in a community of writers. They’ve talked about the benefit of the support that comes from talking with peers about writing issues and getting both suggestions as well as empathy. They found that talking, and often laughing, about writing, even when your field is far removed from writing studies, can be enriching. And they also found that simply being in a room with other people writing can inspire them to continue to create words.”

One of our ongoing goals at the University Writing Center is to nurture and support a culture of writing on campus, and the Dissertation Writing Retreat is a vital part of that effort. I want to thank all the writers who trusted us with their writing, all the consultants who brought their insights and enthusiasm to their work with the writers, and our amazing University Writing Center staff — Annmarie Steffes, Maddy Decker, and Kendyl Harmeling — who did the heavy planning and daily logistical work to make the event happen.

But, the best insights into the Dissertation Writing Retreat come from the writers and the consultants, and here is what they have to say. You can see why it’s one of our favorite weeks of the year.

Writers

Fatima Aldarweesh, Public Health

Participating in the “Dissertation Writing Treat” event was a truly enjoyable and productive experience. It is extremely beneficial to me; I received more than I expected. I appreciated how Dr. Bronwyn and his incredible team collaborated with us to form a supportive intellectual group; I enjoyed the small group discussions. They have influenced my productivity and helped me overcome feelings of isolation. I also appreciate Ms. Aubrie, my writing consultant, for taking the time to familiarize herself with my topic and assisting me with editing, revising, and proofreading even kept me accountable for my writing each day and inspired me to try new writing techniques.

Caitlin Allen – Rhetoric and Composition

The Dissertation Writing Retreat was an incredibly valuable experience. The Writing Center team and the rest of my retreat cohort created such an energizing and supportive environment. Working with a writing consultant every afternoon was especially useful; Christina provided wonderful and thoughtful feedback on my drafts, helped me talk through ideas, and celebrated my wins. At the end of the week, I felt much more confident in my dissertation project and my writing process. I strongly recommend the writing retreat to dissertation writers from any discipline across campus.

Meaghan Flynn – Psychology

I learned so much about myself as a writer and the writing experience during the dissertation writing retreat. I had never given much thought to the different aspects of writing and the retreat was a wonderful opportunity to explore my writing habits and how I can practice engaging in both deep thinking and communicating about my deep thinking. I greatly appreciated the individual writing consultations throughout the week. This was an excellent challenge to think deeply about what aspects of writing I was struggling with and how to communicate those needs. I am very grateful to have had this opportunity and would absolutely recommend the retreat to any graduate student for their dissertation.

Hannah Heitz – Education and Human Development

The retreat was immensely helpful! First, it provided me with a lot of motivation and helped me feel energized about the writing process. Second, it reminded me to use small goals to make progress when I’m feeling overwhelmed. Third, I was reminded that it’s ok to write badly—this opened the door for me to make great strides and avoid perfectionistic traps. I learned some other specific tools for revising and time management (I took many notes that I’ll be coming back to in the months and years to come).

Amanda Lacey – Education and Human Development

The Dissertation Writing Retreat has by far been one of the most helpful and empowering experiences of my doctoral journey. While I was extremely nervous (almost panicked!) coming in, convinced I’d spend the majority of the time helplessly staring at a blinking cursor at my screen, I instead wound up making significant progress on both my writing and my outline for future chapters. I credit this success to the structure of the retreat: each day has a pre-set schedule that includes not only individual writing time, but also group discussions on various writing strategies, an hour-long appointment with a writing consultant, and plenty of opportunities to reflect. Even the break for lunch proved to be productive, as all of us attendees spent the time getting to know each other and share ideas and strategies across content areas. We even created a special Teams channel after the retreat so we can all keep in touch and keep each other accountable. In short, this writing retreat is not merely writing non-stop for 8 hours a day; instead, it’s writing sprints mixed in with opportunities to acquire new strategies, build productive writing habits, and form a strong community of colleagues that will help you get to the end of your doctoral journey — and beyond. Indeed, through this process, I was able to complete more writing in the course of a single week than I did in the previous six months. Now that the week is over, I feel re-energized and ready to tackle the rest of my dissertation. I am so grateful to have had this opportunity and would recommend it to any doctoral student from any discipline that needs that little extra push to get across the finish line.

Renee Richardson – Pan-African Studies

I gained helpful strategies from my consultant, Olalekan. His advice about the writing process allowed me to craft research questions, themes, and topics for each chapter of my dissertation. Focused research question and themes helped me to develop key terms for finding better articles and books tailored to my literature review. Also, the discussions were valuable. I was able to gain insight from other students and professionals about responding to committee feedback, maintaining discipline and momentum after the retreat, and literature review tips. Discussion leaders like Kendyl shared resources with us that I can refer back to as I complete my project. Kendyl also suggested using a Double Entry Journal which I set up during the retreat.

Consultants

Kendyl Harmeling, Assistant Director for Graduate Student Writing

This year’s Dissertation Writing Retreat was exactly that – a retreat. It’s a writing professional’s dream to work at such an event, where the sustained writing, writing discussion, and community building is fueled by (and fuels) passionate and hard-working writers across disciplines. To be in a room of writers writing is undeniably a privilege. As an assistant director of the University Writing Center, this was my first year helping to run discussions and days of the DWR and my second year as a consultant for our participating writers. The conversations we had all week about individual projects, the genre of the dissertation, and the writing process in general were maintained and tended to constantly in writing consultations, whole group discussions, and even on the walks back to the parking lots after a day’s end. Our participating writers and the energy they brought to the retreat this year are a reminder why these programs are so valuable – not just to each writer but to the University and the PhD process. They help us help each other.

Olalekan Adepoju

Having worked with writers at the dissertation writing retreat for three consecutive years, this year’s retreat was not short of the intrigues, excitement and motivation writers often exhibited throughout the five-day event. The most rewarding aspect of the retreat for me is learning about the incredible projects people are working on, and just generally experiencing the sheer joy with which these writers talk about their projects. This year, I had the opportunity to work with writers who are at different stages of their dissertation. While one was in the early stages, working on conceptualizing and framing the research questions and ideas for literature review, the other was working through their drafts to make connections across multiple drafts. For the writers, the efforts they put into their work are remarkable as those efforts helped to drive our conversations in a way that suits their needs throughout the retreat. At the end of the dissertation writing retreat, both writers affirmed to me that they now have an awareness of what their writing processes look like and a better understanding of how to apply writing concepts in their work.

Christina Davidson

While I spent the last year working in the University Writing Center, this was my first opportunity to work with writers during the Dissertation Writing Retreat. It was a delight. As expected, I was deeply encouraged by the determination and community-building among the writers throughout the week. The two writers I worked with specifically expressed similar thoughts. In fact, one of the writers I assisted called this retreat a “reset button” and said it restored her focus on her dissertation project. Many writers expressed feeling as though the retreat helped them to finally assume their scholarly authority through writing. They claimed the workshops and consulting sessions were the difference-maker in shaping how they viewed their writing project. What I noticed was the incredible attention to care the staff at the UWC gave toward helping these writers succeed. It’s an incredible service offered to the UofL graduate student community. I highly recommend this retreat to any PhD student at UofL looking for guidance, planning, and support in the dissertation process.

Jess Gottbrath

My experience at this year’s Dissertation Writing Retreat fostered an appreciation for the interdisciplinary nature of academia. Engaging in casual conversations and writing consultations exposed me to an array of research topics, methods, and perspectives. I learned about specific classes in other departments as well as overall programs of study quite different from what I have known in the world of Rhetoric & Composition. Despite these variations across content and coursework and committees, I sensed the connectedness in our pursuits. While we construct knowledge from diverse positions within the university, our collective work enables a complex understanding of the multifaceted issues in our society.

The Importance of Community

Christina Davidson, Writing Consultant

Writing can often feel like a solitary practice. It’s likely we’ve all had the troubling experience of staring into a blank page, searching ourselves for how to fill the void with our thoughts. And these lonely feelings have only been compounded by our collective public experience over the past few pandemic years. Yet during this time, I continually found comfort in the realization that when a writer sits in front of the page, they always bring others with them. We write to an audience, we engage with other voices in our field, and we collaborate with other writers to improve our practice. Indeed, when we are writing, we are not alone.

Writing, it would appear, is a much more social activity than we often think. With this truth in mind, I invite you to consider how further engaging in community as a writer may improve your practice. Here are a few benefits and advantages.

Support

Everyone struggles with writing. Despite how it may seem, even the best writers experience difficulties or frustrations with their writing. But on the other side of struggle, progress awaits. When writing within a community, you’ll find others who not only understand what you are going through, but often they will share strategies that have worked for them in the past. One easy way to have a conversation about your writing is to make an appointment for a consultation at the University Writing Center. This free service invites writers to bring any piece of writing in, during any stage of the process. We’re also here for any writer, be that an undergraduate, graduate, faculty, or staff member. My own academic journey has been greatly impacted by writing center consultants. When I meet with a consultant, I feel heard, affirmed, and encouraged in my work. I like to think of it as a series of ongoing conversations about writing, which continually refine my practice and make me a better communicator.

Real-Time Feedback

One of the most treasured gifts a writer can receive is a reader. When writing in a community, we freely give each other this offering. When a person thoughtfully reads your work and responds to it, you receive perspective on your writing that will improve it. At the University Writing Center, we aim to provide students with useful suggestions they may take from our consultation to immediately bring their writing to the next level. We also welcome writers to attend multiple appointments on a single piece of writing. Our appointment sessions last 50 minutes and will always provide you with something to work on after the consultation is over. However, if you are looking for more feedback, we hope you will return to us for another chance to gain more insight. Communication in these appointments is key. Be sure to let your consultant know what you want to take from the session; they will do their very best to assist.

Accountability

Another way to tangibly find community as a writer is to join a writing group. The University Writing Center offers multiple opportunities for writers to meet with other writers with similar goals. One such example is the Faculty and Graduate Student Writing Group which will begin again this fall. Another group starting soon is the Creative Writing Group, open to any creative writer seeking a group for growth and feedback. Groups like these, and many other events offered by the University Writing Center throughout the year, provide a chance for you to gain multiple perspectives on your writing, within a safe and helpful environment. Writing groups undoubtably help writers to set goals, maintain focus, and improve their work over time. You may also develop relationships with other writers, particularly with similar interests, that extend beyond your time in the group. Many of my lifelong friends are individuals I met during community writing events or retreats. Be sure to check in with the University Writing Center throughout the year to see when new groups or events are posted so you can experience these benefits, too.

While we have reviewed three important reasons to incorporate more community into your writing life, it is hardly a comprehensive list. Engaging in a community of writers certainly develops our technical skills, but also affects many of the more abstract qualities that make a good writer. I know my conversations with other writers have undoubtedly given me greater perspective, deeper empathy, and a wider awareness of the world. A good writing community can refine your purpose as a writer and push you towards bigger goals than you even thought possible. Maybe you hope to complete a novel, publish a poem, or conduct a new research study? A community of writers can help you achieve these dreams and will stand alongside you during the journey. It’s my hope we will see you at the University Writing Center soon to begin this process. Let’s get started today!

Navigating Burnout

Hi, my name is Eli and I am burnt out. I hear my alarm go off in the morning and I say “no”. My loved ones ask me how much work I have to do before the end of the semester and I say, “I’m not comfortable answering that question right now”. As much as I want to lay down right this very minute and take a big fat nap for five or six or seven days, that’s not really an option right now. Instead, I have to write. I like writing. I’m good at writing. As a general rule, writing brings me joy. At this moment in my life, writing has become a chore. My joy from and talent for writing are still there, but I’m having a hard time sifting through the stress and exhaustion from a particularly rough semester (both academically and personally) to find them. As much as I don’t want to write today, but I have to. It’s nonnegotiable. In the spirit of this, I thought I’d take this blogging opportunity to share three ways I try to manage my own burn out and get writing done even when I don’t feel like it:

Pace yourself with structured work time and break time.

When I’m staring down the barrel of a very homework-y day, I organize my time in 20- or 30-minute chunks. 20-30 minutes of reading for class, 20-30 minutes of reading for fun. 20-30 minutes of writing an outline, 20-30 minutes doodling. 20-30 minutes of writing a blog post for the University Writing Center website, 20-30 minutes of taking a walk. Pacing myself and strictly limiting both my work and break time helps me keep my energy up for the day. Also notice that I didn’t say anything about “20-30 minutes on Facebook reading about that person from high school’s really messy breakup” or “20-30 minutes of looking up ‘how long until they finish cloning that Wooly Mammoth they found in Siberia last year?””. I know that once I start goofing off on the internet, then all of the nice discipline I’ve observed throughout the day will go out the window and suddenly four hours will have elapsed, and I’ll still be texting my friends screenshots of articles quoting arrogant biologists claiming that we shouldn’t try to bring back prehistoric mammals with the caption “can you believe this chump?’” And then I will wonder where my day has gone and why I haven’t gotten anything done. Maybe you’re better than me and know how to use the internet in moderation when tasked with something you don’t have the energy to do. Or maybe you and I are more alike than either of us want to admit.

2. Establish physical boundaries between you and your work

Ah, “boundaries”. My second-favorite “b-word”. I don’t know about you, but I love a good boundary. Whether its boundaries with work, friends, or even the cashier at CVS who felt compelled to tell me about what life was like leading up to her most recent colonoscopy, I use boundaries to protect my (waning) energy and (frail) emotions a lot these days. Unfortunately, this this current cultural moment doesn’t really support my affection for boundaries. And that pesky plague we’ve all been surviving for almost 25 months has made the issue worse. Possibly the most effective boundary I have with work is determining where I do my work. I let myself work on the computer or read wherever I’m comfortable –in my office, in my yard, at a coffee shop, even on the couch if that’s what I need that day— while also establishing a few spaces as “no work zones”. My bedroom is one of those places. By making my room a “rest only” area, it is easier for me to shift out of work mode and have more meaningful and effective rest. I know some folks don’t have the luxury of being able to spread out enough to make their entire bedroom a “no work zone”, and when I was in that position as an undergraduate, I made my bed the “no work zone”. Even in a cramped dorm room, I made these boundaries work by dropping $30 on trampoline chair that I could fold up and slide into a corner when not in use. Separating work spaces from break spaces is a trick I have employed since I was in high school and it has helped me to make the most out of my rest, even when I am not getting very much of it.

3. Let yourself be kind of a smart aleck

The other two tips are pretty general “navigate burnout” tips. This one is specifically for writing. Have you ever found yourself staring glassy-eyed at the blinking cursor of a blank Microsoft Word document wondering how the hell you are going to write a paper about an assigned reading that you absolutely despised? A reading that made your stomach spasm a little? A reading that made you question if learning how to read was even worth it? I know I’ve had plenty of those readings in my life as a student and they usually leave me with nothing nice to say. And in those cases, I let the bitterness out. I write the snarkiest intro paragraph I can muster. And by the time I have something vile written down, I’m not staring at a blank Word Document anymore and I’m able to proceed with the paper. Being a smart aleck during the preliminary writing stages doesn’t necessarily get you any closer to hitting your page count, but it will help you exorcise some of your frustration and can help you power through and get it done.

*Please note that your smart-aleck interludes should not be included in your final draft. Do not turn in something rude and unpleasant to your professor. It’s not cute and they are not paid enough to deal with that.

Burnout is a monster. It is also transient and won’t last forever. When I am at the very end of my rope, I like to remind myself (or, more often, let someone else remind me) that being in school is a blessing. An education is one of the few things in the world that nobody can take from you. It is an investment in yourself. This experience is stressful and overwhelming, and we are all so tired. And it’s manageable. Pace yourself, make you physical spaces work and rest-friendly, trust the process and don’t be afraid to indulge in some silliness along the way. Friendly reminder that you’re here for a reason, even if that reason isn’t clear yet. Read your readings, write your papers, and manage your burnout the best you can. I’m right there with you, and I’m rooting for you.

Theory Writing/Writing Theory

“The task of critical reflection is not merely to understand the various facts in their historical development (…) but also to see through the notion of fact itself, in its development and therefore in its relativity.”
― Max Horkheimer, Eclipse of Reason

Theory provides a critical language, argumentative framework, and stylistic approach to writing. Working in the field of critical theory—a genre of writing developed by thinkers like Frederic Jameson, Jacques Derrida, Judith Butler, and the academics of the Frankfurt School—blends critical analysis with artistic inquiry. Critical theory combines the creative and critical by capturing abstract ideas in linguistic concepts, while also depending on intertextual reference to convey is meaning—making a unique academic form for writers. Moreover, the dialectical foundation of theory enables clearly delineated rhetorical structures that depicts the associations between seemingly separate ideas. Thus, theory’s creatively critical genre asks for a writing style that questions exactly what style is—illustrating its unique position between the margins of academic objective analysis and creative expression.

Critical theory offers a specialized language that blends objective criticism with creative intertextuality. Language is obviously an essential characteristic of writing: the unique language of theory not only conceptualizes abstract ideas that help writers articulate difficult thoughts, but the concepts of critical theory also depend on an intertextual history—intertextuality being an artistic device closely related to parody or satire that means to use a word, name, or image in an artistic creation that refers back to a previously created artistic form, generating a new meaning in the reference (like when Anthony Hopkins quotes Shakespeare in HBO’s Westworld)—of cultural criticism that pluralizes the meaning of its concepts, making theory resemble an art form like poetry that requires close attention a multitude of literary devices. Indeed, a term like “logocentrism,” a word coined by Jacques Derrida to illustrate the hierarchy of speech over writing, exemplifies a concept that contains a radically abstract idea that allows academic writers to articulate specificity in their argument. However, feminist and queer scholars developed a special interest in the term (also coined by Derrida) “phallogocentrism,” which indicates the patriarchal occupation of spoken language. By adapting “logocentrism” to a feminist and queer focused analysis, scholars have pluralized the meaning of the term by multiplying its reference points: the definition of the term “phallogocentrism” not only refers to the research of the feminist and queer thinkers who developed it, but also to Derrida’s philosophical work. The adaption of the terms illustrates the intertextual dependence of critical theory concepts, making the genre of theory a unique field of academic criticism and artistic creation. Thus, theory’s combination of objective analysis with poetic intertextuality to interrogate language and convey ideas that simple denotation cannot express illustrates a unique writing style that makes theory critical and creative. The style of theory writing transforms academic research into a version of artistic commentary that expresses profound ideas in a creative form.

The dialectical foundation of critical theory enables abstract associations to be formulated in an understandable written organization. Dialectical argumentation has been performed for thousands of years—Aristotle was one of the first philosophers to advocate dialectical techniques in rhetorical analyses. It was Frederick Hegel and Karl Marx who developed the dialectical model to a critique of culture, then carried on by Jameson, the Frankfurt School, and Derrida as a core characteristic of their philosophies. The most basic dialectical model is the thesis, antithesis, synthesis structure, which takes one phenomenon (like the content of a story) and compares it with another seemingly different phenomenon (like the form or medium of a story) to show that the meaning of an artwork depends on a relationship between its content and form. In argumentative writing, dialectics works by comparing one claim to its opposite in order to (synthesize) illustrate the similarity between the two ideas. If someone wants to claim that wealthier individuals should pay higher taxes, a dialectical argument will point out the benefits of the claim, but also the (antithetical) claims supporting the opposing side who believes taxes should be lower. The dialectical synthesis, therefore, combines the two ideas to illustrate how the original claim supplements the arguments of the opposing side—not simply how one side is better, but how both sides combine to create a new understanding of the problem. Thus, structuring essays dialectically creates a roadmap for nuanced analysis, as well as a consciousness for how the meaning of a written work is conditioned by its presentation in a particular form. The dialectical model illustrates the creative and the critical aspects of the theory genre because it asks writers to be aware of the metaphysical aspects that inform interpretations of their work, while also acting as a structure for argumentative analysis.

Theory lives on the margins of objective analysis and creative inquiry, making it a unique style of academic writing. Critical theory twists the supposed difference between academic criticism and creative production because it is a writing style that blurs categories. Theory blends the poetic with the positional, which creates a distinctive style of academic writing that questions the separation of objective analysis and subjective understanding. Critical theory is creative because it steeps in the ambiguity of language and relies on pluralized, intertextual association to convey the meanings of its ideas. It remains critical, however, because the subject of its inquiry is cultural conditions and phenomena. Thus, theory writing embodies a unique writing practice—conveying truths in a decentered form.

Taking Stock of Your Revisions

I have made chicken stock more times than I can count. Four times a week over the course of a fifteen-year culinary career really adds up. There is a large pot of stock simmering on my stove as I write this, a weekly ritual I cannot abandon despite trading my chef knife for a pen four years ago. And while I want to talk about a few generalizable revision tips today, I am reminded how all those years of cooking have informed my writing process, so let’s start by discussing the perfect batch of broth.

I started making stock eighteen year ago. Back then, I aimed for excellence, mirroring my mentor’s movements, seeing how he chopped the culinary trinity of mirepoix—two parts onion, one part carrot, and one part celery—breathing in the aromatic cauldron of rosemary and thyme while I learned from the best. The six-hour repetition of producing liquid gold became my obsession, and by the hundredth pot I foolishly thought I had attained a mastery. After five hundred, I realized I was only scratching the surface. Like with any craft, there was a wealth of nuance and depth I’d never even considered. I began reevaluating details, trying to notice every modifiable aspect of the process. Was I roasting the bones too long or not long enough? Should I have blanched them? Why did I put the parsley in so early? I also started reading books by great chefs like Escoffier, Child, and Keller, taking in the identical elements of their methods and blending them with my own. Each subsequent attempt became a chance to learn and improve, with every minor modification written down. The herb infused pot bubbling in my kitchen is a result of those efforts. Is it the perfect batch? No. After all that effort, I learned perfection isn’t the point. Discovering my own process is what has mattered most.

I started writing stories the week I turned thirty. While it was a tough transition at first, the more I wrote and revised, the more I realized those culinary lessons could translate to my writing. Just like with my stock, it was all about figuring out my own style. I found that I write my best stories in the morning, and that if I’m excited about an idea, the story tells itself. I trained my creativity by reading greats like Baldwin, Bradbury, and Vonnegut, taking the best ingredients from their styles and whisking them into my own. But most of all, like with the daily process of improvement I had picked up in the kitchen, I figured out how my writing ticked from the iterative act of revision.

One of the biggest questions I get when consulting with creative writers in the UofL Writing Center is: How do I know if I’m going in the right direction? The only answer I’ve found, as simple as it sounds, is that we all learn best through thorough revision. And although every writer is different, here are some basic revision principles to help any writer find what works for them, my own culinary trinity of noticing, asking why, and putting it away.

#1 Notice: A critical aspect of revision, from beginning to end, is noticing the choices we make and turning them into a list. I mean this in the simplest of terms: Read your draft and mark down any line and or that doesn’t feel quite right. Try rereading the piece faster and see what happens. Does the feeling go away? If it doesn’t, you have isolated a concern. The key to finding successful revision strategies comes from learning to notice the peculiar aspects of your own writing, turning those thoughts into a list, and adding to the list when you see something new. Sound simple? That’s because it is. The repetition of noticing is one of the most essential tools in a writer’s kit.

# 2 Ask why: To make the best stock I could, I questioned every aspect of the process, from how large I cut my vegetables, down to what kind of strainer I used to obtain the final product. The same goes for my writing. Why did I start with a long sentence in the second paragraph of this blog? What’s with the whole ‘culinary trinity’ thing? Is it cheesy? Probably. With your newfound noticed list in hand, critically question your own process. Write those questions down as they appear and keep reading. Oftentimes, an answer will arrive unannounced moments later and resolve an entire paragraph of concerns. Even when you think you have found that magical solution, ask why and when and where. Never stop questioning, because the more you do, the more you will notice about your process, resulting in a deliberate approach.

#3 Put it away. After reading a draft a dozen times, you might start feeling stuck. Put the piece away and let your thoughts simmer. I’ve struggled with individual scenes from a story for weeks, eventually tossing the draft aside in frustration, only to stew on the idea and find a fully cooked solution when I least expected it. You never know when an idea will appear, but it is vital to trust that it will. This also goes for unused scraps. If you notice a sentence or paragraph isn’t working, paste it to a new document or scrap of paper and forget about it. I’ve had scraps from one story save a scene in another after weeks of failed solutions. Those opportunities disappear when you delete bad lines. So put it away for a while and know that the answer will come, even if it doesn’t happen today.

The toughest part of writing is figuring out the fine details of our process. There are no quick workarounds to that. To find those answers, we must become vigilant noticers, examining every aspect of our writing, and organizing strategies around what we consistently see. There will never be a perfect recipe for chicken stock or immaculate revision strategy, but by surrounding our processes with attention, we have the chance to make them wonderfully ours.

Titles: Topics and Subjects at the Top of the Page

If you couldn’t already tell, this blog post is all about titles. How to make ‘em, what to do with ‘em, and what they are for. Ever since high school, titles have been one of the most effective ways I get myself to care about my writing. In undergrad, I would come up with all sorts of fun titles, usually a pun or pop culture reference, just to get my creative juices going, and to get myself thinking critically about the material. It was one of the ways I made academic writing—which I hate—more interesting and (frankly) more bearable. Some of my favorite’s included references to Star Wars’ terrible dialogue writing (“Now this is podracing”) when I wrote a paper for a film study course analyzing the podracing scene from The Phantom Menace, and a reference to The Princess Bride’s RUSes in a paper for my Linguistics course all about agglutinative languages (languages that make new words by tacking on more and more suffixes and prefixes), that I cleverly titled “Words of Unusual Size.” While making fun titles is a great way to get the gears turning creatively, it doesn’t always do much to describe your paper to your reader, especially if you are like me and are in grad school and don’t get to have fun anymore.

The University of Michigan has a great resource for how to create compelling academic paper titles. The academic title consists of three parts: the hook, key terms, and a location. The hook is the part of your title that will give you the most creative freedom. It is the element of your title that draws in your reader, what makes them want to read your paper in the first place. Try to pick out the most interesting part of your paper or try to distill your paper down into one or two words to help guide your hook. I wrote a paper last semester about Moll Cutpurse, a fascinating character from Renaissance England. The paper was all about how Cutpurse represented gender presentation that was inherently transgressive in just about every way imaginable. For my hook I chose “Transgressive Sexuality.” Key terms are helpful for describing what your paper is about to your reader. They are usually terms essential to the topic of your paper, and if you are looking to publish, using key terms in your title will make your paper easier to find in a database. Think of your title as a sort of logline of your paper, the briefest of elevator pitches. They should give your reader an immediate understanding of what the purpose of your essay is, and the concepts you will be discussing in your paper. These are very rarely interesting, and typically very literal describers of the contents of your paper. For example, returning to my Moll Cutpurse example, for my key terms, I chose “Cross-dressing and Transvestitism.” The location gives context for the concepts being discussed and the scope of the paper all at once. What you use as your location will vary depending on what you are writing about, the genre you are writing in, and the discipline you are writing from. For an English paper, this might look like the time period in which a text was written, or if you’re taking a New Critical approach, it might just be a character’s name and the title of the text in which they appear. If you are writing a more scientific paper, it will probably look more like the data sample you are studying. For my Moll Cutpurse paper, my location was “Jacobean London”

As an example, a full title might look something like “The Imperialist Adventure of a Lifetime: Robinson Crusoe and Postcolonialism in the Context of Defoe’s Puritanism.” Something like that, if you were to write a paper on Robinson Crusoe. Of course, my full Moll Cutpurse title was “Transgressive Sexuality: Cross Dressing and Transvestitism in Jacobean London.” Or, if I were to draft a scientific paper, it might look something like “AI Doctors: Cancer Screening and Machine Learning in Patients 65 and Up.” In the first example, “The Imperialist Adventure of a Lifetime” acts as our hook, describing the basic premise of the paper in an interesting way. “Robinson Crusoe and Postcolonialism” are obviously our key terms, and “Defoe’s Puritanism” is the location, giving us all the context, the reader needs to understand exactly what this paper is going to be talking about. In the second example, the locations of the hook, key terms, and location are in the same place, performing all the same jobs.

This method of academic title creation is clearly a versatile and useful tool to keep in your back pocket if you ever get stuck. I’ll be using it myself on my final papers this semester. But don’t let this method stifle your creativity! This method is just one of the many ways to create a title, and it is by no means the “best” way. There’s an adage in writing pedagogy that says, “the best way to learn to write is to read.” That be made even more specific for titles: “the best way to write titles is to read titles.” But sometimes, if you just need to get yourself interested in writing, just coming up with a creative, fun title does the trick.

Works Cited

Writing, Sweetland Center of. “How Do I Write a Great Title.” University of Michigan https://lsa.umich.edu/sweetland/undergraduates/writing-guides/how-do-i-write-a-great-title-.html. Accessed 10 March 2022.

Wait, How Can I Make the Most of My Group Writing Experience?: Co-Writing About Co-Writing Part 2

This post is the second in a two-part series on co-authorship from different perspectives. In this second post, we’ll discuss ways to use writing center sessions as a model for negotiating the co-writing process and reflect on the experience of co-writing this blog. The first part addressed key cognitive and pedagogical considerations in co-writing projects.

Left: Brice Montgomery, Writing Consultant; Right: Kylee Auten, Writing Consultant

Group writing is present in all levels of the academic community. There are informal co-writing opportunities, like a group chat that helps you better understand your discussion board post, but there are also the formal, much more nerve-wracking co-writing projects that, as we discussed last week, cause frustration and anger despite their benefits. Perhaps establishing productive group dynamics is the most harrowing aspect of a co-written project. Each participant will have to put forth their contributions and then, together, the group will have to decide in which direction they will take the piece. Both before the project begins and throughout the duration of the writing process, collaborators will have to manage and negotiate workloads and responsibilities that allow each party to reach their goals. A writing center appointment is kind of like that, too, in that the writer and the consultant have to balance their contributions in order to meet their goals. There is (hopefully) mutual effort and negotiation in every writing center appointment. In this post, we are going to explore facets of writing center practices that correlate to group writing. To do so, we’ll reflect on our own experience writing this series of blog posts.

Negotiating Boundaries

One thing that has to be negotiated in every writing center consultation, whether overtly or not, is the role each person will play in the consultation. The writer and the consultant must work together to determine who is responsible for what during the appointment. This is rarely an explicit process, but it will become clear throughout the session that each person takes on certain tasks. Likewise, co-authors must agree on their responsibilities regarding their project, but these roles do not always have to be as clearly defined as they are in a writing center session. For example, when writing this blog series, we did not set strict tasks other than taking on the main responsibility for one post and providing in-depth feedback and revisions for the other post. Other than that, we wanted to remain flexible when it came to “assigning” roles. For instance, one role co-writers might want to establish is a dedicated note taker, but we found it more productive to both take notes since we tended to pick up on different ideas during our meetings. Additionally, we both performed research related to the project, and we both had an active role in developing the outline and structure for the blog posts. This fluidity and casualness that we established may not be possible for every group writing project (for sure, I’m almost certain these blurred boundaries could complicate an actual writing center session), but as long as the boundaries, or lack of boundaries, are negotiated and agreed upon by all parties, then the work should be smooth sailing.

Maintaining Ownership

Ownership is a tricky thing in a collaborative writing project. In writing center appointments, consultants always aim to provide helpful feedback without pushing the writer to make unwanted changes–we want to ensure writers maintain ownership of their document. A co-authored project, however, does not have the same clean break between who is in charge of the piece. Each person contributing to the project should have a vested interest in the process, content, and product. Yet, even when all parties are invested in the project, there can still be some tension, or at least misunderstanding. For this project, ownership became tricky when we were dividing the workload. Together, we separated our content into two complementary posts, but then we had to decide who would write the first draft of each post. When Brice suggested we each “write a draft,” Kylee thought he meant we would each write a draft of both posts, but that’s because she worked under the assumption that we held dual ownership over the whole project. Brice, on the other hand, had perceived that we were individually taking ownership over one half of the project. Besides this breakdown in communication, we did feel like we had equal control over the project when it came to making suggestions or revisions to the other person’s writing. Without this shared sense of ownership, we would not have learned as much from this writing process.

Instruction and Feedback

As co-authors, you have to be willing to learn from each other. John Hedgecock, in his book chapter “Reflections of Coauthorship and the Professional Dialogue: Risks and Rewards,” encourages those interested in co-authoring to partner with someone whose skills will balance and complement your own (114). This is true, as well, of writing center appointments, because successful sessions also rely on complementary skills and knowledge. For instance, consultants should know the mechanics for how to write an argumentative essay, but they rely on writers to bring the content knowledge needed to successfully make their argument. So, in a way, there is mutual instruction and feedback happening in every appointment; the consultant instructs the writer on writing practices while the writer instructs the consultant on content. In co-authorship, there may be less instruction on practical writing topics, but each person is going to have different knowledge to add to the project, which they will inevitably have to teach to their partner. We each had two different takeaways regarding what we had learned from each other. For Brice, he learned about accountability from Kylee, as she regularly reached out to make sure the project was still moving forward. Kylee, having no experience with co-writing, though, gained practical knowledge from Brice about the best way to approach our drafting phase.

Establishing Trust

Trust may be the toughest thing to manage in both writing center appointments and co-writing projects. In a writing center consultation, writers have to trust the consultants are giving them accurate, helpful information that will make their writing and their writing process better. Consultants, on the other hand, have to trust writers are engaged with the project and are invested in implementing the strategies discussed during the session. A writing partnership, likewise, must be formed by people who trust their co-author’s advice and know they are both equally interested and invested in the project For us, we felt confident taking on a co-authored project because we had multiple, informal and formal opportunities to work with each other’s individual writing assignments. Additionally, we had previously met for a writing center appointment over one of Kylee’s class assignments, so we were familiar with how our dynamic would play out. We knew, through experience, that we could trust the other to provide honest, productive feedback, even when it meant taking our ideas in a new, unexpected direction.

Conclusion

Like we said last week, group projects probably aren’t going away anytime soon. We hope, though, that this two-part blog series has provided tools and frameworks to help make future co-writing experiences more fulfilling and productive. Focus on what can be gained from the process, not just the project. Chances are, each member in a co-writing project might feel some hesitancy or discomfort, but rely on establishing healthy boundaries, take ownership of the project, delight in the new information being learned, and find trustworthy people to collaborate with.

Works Cited

Hedgecock, John. “Reflections of Coauthorship and the Professional Dialogue: Risks and Rewards.” Writing for Scholarly Publication: Behind the Scenes in Language Education, edited by Christine Pearson Casanave and Stephanie Vandrick, Lawrence Erlbaum Associates, 2003, pp. 113-127.

You May Hate It, But There’s a Reason for All This: Co-Writing about Co-Writing Part 1

This post is the first in a two-part series on co-authorship from different perspectives. In this first post, we’ll discuss key cognitive and pedagogical considerations in co-writing projects. The second part will both address ways to use writing center sessions as a model for negotiating the co-writing process and reflect on the experience of co-writing this blog.

From right to left: Brice Montgomery, Writing Consultant; and
Kylee Auten, Writing Consultant

Ah, the dreaded group project, known for its ubiquity and the frustration it inspires. Few assignments elicit opinions as strong as those which require co-writing, but through this post, we’ll argue that the severity of those opinions—while perhaps not unavoidable—can be softened by recognizing features of co-writing projects.

To go about this task, we have opted to get a little meta in our approach and co-write about co-authorship. Using both external research and the lessons learned from our experience, we hope to shed some light on several considerations to keep in mind when approaching a co-authoring project, whether you are a student, instructor, or potential co-writer.

1. Co-authoring is valuable. No, really!

First, it’s necessary to answer the question on every student’s mind—“Is there even a point to all of this?” Research suggests the answer is yes, and not just because it makes grading easier for a TA.

James Reither and Douglas Vipond found that collaborative writing is a complex social process, and beyond the surface-level act of writing something down, it offers a unique form of “knowledge making,” positioning collaborative texts not as a product, but as a testament to the collaborative process. Unfortunately, despite other research indicating similar values, the average instructor may be hard-pressed to explain why they use group writing projects. For frustrated students, vague discourse on the importance of collaboration may not feel like sufficient justification for these exercises. Thankfully, there are several other reasons to value the practice.

2. The co-authoring process is procedurally different from a solo write.

During the process of writing this blog, we found that co-writing is anything but linear. Even though we chose this project of our own volition, the initial enthusiasm waned, and early meetings resulted in a great deal of work from Kylee and a few stray sentences from Brice. The project moved forward in fits and starts, and it became clear that the effort would be weighted towards planning and revision, with the initial draft quickly becoming an afterthought. Suffice it to say, our anecdotal experience suggests co-writing requires a different set of metacognitive skills, and research agrees.

Helen Dale found that in student co-authoring assignments, the additional input from peers created a kind of feedback loop that eliminated the archetypical brainstorm-draft-edit process. Projects also had more logical structures because it was necessary for co-writers to plan in detail before beginning, simply to maintain coherence. Ultimately, co-writing can be a more extensive and intensive writing process, but it has the potential to transform what ends up on the page.

3. Collaboration succeeds when collaboration is the point.

Louth et al. compared both student scores and attitudes on individual papers and collaborative papers in a college freshman English course, and while they found no statistically significant difference between the scores, there was a markedly positive difference in attitude, with collaborative groups being more satisfied than their individual counterparts. The authors suggest that dissatisfaction arises when collaboration is elevated as a pedagogical value rather than a theoretical one; it works when the focus is on what is gained through the collaborative process.

In the case of this blog project, is the writing inherently better? Not necessarily, but it did push our approach in directions that might otherwise have gone unexplored. In the early stages, we riffed and asked each other questions about possible ways to broach the subject of co-authoring, and we challenged each other’s expectations about the goals and parameters of the project. For example, the initial draft of this post was specifically directed towards instructors planning co-writing assignments, but Kylee wisely pointed out that it was too narrow of a focus to be very helpful, and it negated the relevance of our own co-writing process. By shifting our attention to more general principles, the post opened out into something more accessible for different types of readers.

4. Successful collaboration as a learning process may largely be a matter of personality.

If you’re one of the many individuals who resents collaborative writing, fret not—research indicates that group work will not be universally beneficial or enjoyable for everyone. Utilizing attachment theory, Shiri Lavy studied whether there was a correlation between personality types and performance in group projects. While it’s difficult to say how metacognitively beneficial the practice was, Lavy found that students’ self-reported satisfaction was influenced by their attachment style, with anxious and avoidant students both expressing dissatisfaction with group work compared to individual work, despite performing well. Some people just won’t enjoy collaboration, and that’s okay.

Ultimately, group projects aren’t going anywhere, and while it may seem reductive to point out that co-writing may not be for everyone, recognizing that reality may help reluctant co-authors re-evaluate their approach.

Check back next week for a deep dive into the lessons we learned by co-writing as well as how writing center sessions can model the skills necessary to be effective co-authors.

Works Cited

Dale, Helen. “The Influence of Co-Authoring on the Writing Process.” Journal of Teaching Writing, vol. 15, no. 1, 1996, pp. 65-79, https://journals.iupui.edu/index.php/teachingwriting/article/view/1194/1154.

Lavy, Shiri. “Who Benefits from Group Work in Higher Education? An Attachment Theory Perspective.” Higher Education, vol. 73, no. 2, 2017, pp. 175-187, JSTOR, https://www.jstor.org/stable/26447599.

Louth, Richard, et al. “The Effects of Collaborative Writing Techniques on Freshmen Writing and Attitudes.” The Journal of Experimental Education, vol. 61, no. 3, 1993, pp. 215-224, JSTOR, https://www.jstor.org/stable/20152373.

Reither, James, and Douglas Vipond. “Writing as Collaboration.” College English, vol. 51, no. 8, 1989, pp. 855-867, JSTOR, https://www.jstor.org/stable/378091.