Concept 4: All Writers Have More To Learn.

Understanding and Application of Threshold Concept 4: ‘All Writers Have More to Learn’ to First Year Composition.

My professor in Creative Writing would almost always leave a comment that went something like “You have got one more thing to work on” on my assignments.  However much I worked on the ‘one thing’, there was always ‘one thing’ to work on on every submission I gave. Though I took this course for just a semester,  at that time, I felt like writing was the hardest class to take since it appeared that I could never excel in it to the extend I desired. Looking at threshold concept 4 “Writers have more to learn” in Naming What We Know by Linda Adler-Kassner and Elizabeth Wardle, my professor’s comments make much sense to me now. Writing cannot be perfected at one go, it is got to be learnt patiently, which calls for time and effort; meaningful effort.

The misconception that there are people who are “born writers” has influenced the attitude of some people towards writing, they feel writing ‘is not their thing’ and therefore have failed to give it the attention it deserves. For one, as Shirley Rose puts “The ability to write is not an innate trait humans are born possessing”(59). We are all learners at this trade. Even them who have mastered the art of writing in a given genre over time had to undergo learning to do so! Moreover, learning to write is actually a continuous process that somehow does not have a perfection trophy once one has achieved it all “A writer never becomes a perfect writer who already knows how to write anything and everything” (59). Writers learn ‘on the job’ as they encounter new idea and experiences that inform their knowledge and inspire new writing. Mastery of skill in writing and the ability to write in different contexts cannot be learnt once and for all. Writing is not linear, we encounter new and different strategy and techniques of writing as we go along the road which inform our already acquired knowledge making us not just better writers but writers who are able to flex their skill to suit different contexts.

Charles Bazerman and Howard Tinberg on the subconcept Text is an object outside oneself that can be improved and developed, explain how a text is not a rigid form, it can always be improved and perfected, be it by the author or others. Looking at the author and text as separate entities allows for objectivity in assessment, making it easy to reimagine the text in an entirely new way that allows for constructive adjustment that develops the text. “Becoming aware that the text exists outside the writer’s projection and must convey meaning to readers is an important threshold in developing a more professional attitude towards the act of writing and what is produced” (62)

Failure can be an important part of writing development.

The acknowledgement of the fact that failure is actually “an opportunity for growth” (63) is an important nugget in the writing process. I would want my students not to gauge their writing skills on the refined texts that they encounter but to work themselves through a series of failures while keeping a positive outlook on the same as a path to development. Collin Brooke and Allison Carr on the subconcept ‘Failure can be an important part of writing development’ acknowledge the fact that “the ability to write well comes neither naturally or easily” (63). The writers and scholars we admire today are the ones “who are able to make mistakes, learn from them and keep writing until they get it right” (63) Therefore, failure is okay! However, it should not stop there; it should be a motivation to assess our writing and make it better. I would want my students to embrace the idea that there is no shame in failing, that failure in itself is a prelude to success.

Just like we spend hours practicing in mathematics and science to get that particular formula right and apply it correctly to solve a problem, we should put similar effort in writing. ‘Learning to write effectively requires different kinds of practice, time and effort.’ (64) Come to think of it, nothing comes easy, not even good writing!  However, Writing is not learnt once and for all like a mathematical formula, practice in writing is an continuous process. In order to develop our competence, there is need to practice writing; acquiring new and different techniques, strategy and the ability to remain relevant in different contexts. Practice helps in the identification of potholes and ways of filling them up to ensure fluency. Practice also involves other people “who can help us see what is working in a text and what is not; with their response, we can revise so as to communicate more clearly” (65). This brings us to the point of revision. Revising what has been written is an essential tool in developing our writing to ensure it effectively communicates the writer’s intention. When we revise what we have written, we can add what we did not have before because, according to Doug Downs, “writing something usually  gives the writer something new, more, or different to say” (66). In a classroom situation, I would encourage students to have a positive outlook towards revision of their writing for this is only a way to mold them into better writers because revision, as Downs puts it, “is not an indicator of poor writing or weak writers but much the opposite- a sign and function of skilled, mature, professional writing and craft.” (67)

What is the role of assessment in writing? It is crucial to note that one cannot be at their best from the beginning. Assessment of writing creates room for change; being able to realize the shortcomings in the writing and working on the same. Writers should seek feedback from others on their writing and at the same time, learn the skill of assessing their own writing. Assessment allows room for improvement. It is an opportunity to look at a text from a critical angle so as to appreciate it and at the same time, discover ways of improving it.

Quote: “Writers never cease learning to write, never completely perfect their writing ability, as long as they encounter new unfamiliar life experiences that require or inspire writing.” Shirley Rose.

Works cited.

Rose, Shirley. Threshold concept 4: “All writers have more to learn.” in Naming What We Know: Threshold Concepts of Writing Studies. Ed. Adler-Kassner Linda and Wardle Elizabeth: uTah State University Press, 2015.