Students in Dr. Nicole Pfannenstiel’s summer Games and Writing class crafted blog posts exploring play theory. Over the next several weeks, we will share their theory posts in this space to offer a variety of perspectives on play, games, and writing, written by current graduate students in the MA and M.Ed. English programs.
What Is Graduate Writing?
By: Megan E.B. Poff
When posed the question, “What is Graduate Writing?” – there are many thoughts that come to
mind. This can be an overwhelming question because graduate writing does not exist in concrete
terminology. It encompasses many working definitions but eventually proves itself to be malleable. It is after all, the reflection of the graduate writer. Therefore, graduate writing is the visible proof of one’s
knowledge, their growth in learning, and their ability to effectively and collaboratively communicate. By
informing the reader, connecting through context, and engaging the audience – graduate writing is a
tangible reflection of the writer.
All writing encompasses what the student currently knows in an effort to inform the reader and
has purpose – but it must be effective. In understanding the growth of the graduate writer, it is important
to note what skills are required for these efforts to be mastered. Rhetorical knowledge, learned process,
and the ability to collaborate are all important hallmarks in successful graduate writing.
Rhetorical Knowledge:
In order for the graduate writer to effectively write what they know, there needs to be an
understanding of rhetorical knowledge. “Rhetorical knowledge is the ability to analyze contexts and
audiences and then to act on that analysis in comprehending and creating texts. Rhetorical knowledge is
the basis of composing” (WPA 1). This skill is incredibly important because rhetorical knowledge is
placed within the content and situated towards the audience. Due to the requirements of writing essays,
articles, and research papers, graduate writers must learn how to properly address the needs of their
audience – particularly in their academic field.
Learned Process:
There must also be contextual understanding with the information being presented. This means
that the graduate writer is reflecting their research and education. The application of making connections
across various disciplines and learned experience is vital for the graduate writer. “Evidence of learning
always entails the learner doing something at least later and other another set of conditions, if not
elsewhere, informed by what has been learned” (Nowacek et al 8). This multidirectional ability to infuse
various learning methods and apply them showcases the graduate writer’s growth.
Collaborative Communication:
While rhetorical knowledge is important in the communicative process regarding audience, it is
important to know that collaboration is another facet of graduate writing. There is an intention of
collaborative response when it comes to the communicative text of the graduate writer because graduate
work is communal. To communicate effectively one must have a community. This not only challenges the
graduate writer to create output but also to receive input. This by its own use, is a tool to “adapt their
composing process to different contexts and occasions” (WPA 2).
What is Graduate Writing?
Graduate writing is not concrete but rather malleable, because writers will always grow and
adapt to what they know, what they have learned, and to their audience. Graduate writing is a reflection of
the graduate writer.
Works Cited
Adler-Kassner, Linda, and Elizabeth Wardle. Naming What We Know: Threshold Concepts of
Writing Studies. Utah State University Press, 2016.
Downs, Doug. “4.1: Revision Is Central to Developing Writing.” Naming What we Know:
Threshold Concepts of Writing Studies. Utah State University Press, 2016, pp. 66-67
Nowacek, Rebecca S. et al. Writing Knowledge Transfer: Theory, Research, Pedagogy. Parlor
Press, 2024.
Roozen, Kevin. “Concept 1: Writing Is a Social and Rhetorical Activity.” Naming What We
Know: Threshold Concepts of Writing Studies, Utah Sate University Press, 2016, pp. 17–
20.
“WPA Outcomes Statement for First-Year Composition (3.0), Approved July 17, 2014.” CWPA,
wpacouncil.org/aws/CWPA/pt/sd/news_article/243055/_PARENT/layout_details/false.
Accessed 18 June 2024.