“What is Writing?” : Graduate Writing as an Expression of the Self – Guest Writer Quinn Haldeman 

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 Writing?” : Graduate Writing as an Expression of the Self 

By Quinn Haldeman 

The conversation surrounding “What is good writing?” has been largely focused on undergraduate writing as institutions found a need to standardize and centralize expectations of college-level writing. This conversation needs to be expanded to include graduate-level writing so that there are not a portion of students left behind due to a lack of understanding of the implied expectations at the higher level. Graduate learners have a voice of authority in spaces where we may have solely been observers or surface-level participants before. This work becomes more personal and exploratory as our education progresses. Graduate writing is the ultimate reflection of self and choice as we build upon prior knowledge and experiences to creatively experiment within multiple contexts. 

A learner’s identity and style can always be shown even within a standardized context, through the choices they make in their writing. Because graduate writing is an expression of the self and everyone comes from different experiences, we must have the ability to transfer those critical thinking skills and experiences to different contexts. At the graduate level, prior knowledge is usually a requirement, but in ways that are not communicated or understood by the learner. In one context, you may be taught a theory to base your knowledge around, while in another, you must create your own theory and use a standardized set of skills to present that theory. Between these, we have to navigate our own space through the use of critical thinking, making decisions that impact our education.  

Graduate writers need to use experimentation and creativity to find themselves in their work. While the end product might show a graduate learner’s identity, the process truly defines the writer. The WPA Outcomes Statement defines that undergraduate learners need to be able to, “Reflect on the development of composing practices and how those practices influence their work” (3). The focus within their discussion of the process is how the writer is successful through their work. In graduate writing, the work has to expand beyond the context; it must be ingrained in the learner’s life. Any graduate student finishing their degree with a thesis will pick a topic that is personal to them. No path to completing an assignment will look the same for two different people, even with the strictest, most outlined requirements, because writing is a function of the individual mind. Graduate writers need to find creative ways to transfer their valued experiences and knowledge to the structure of a class in order to give value to their education. 

Students come to the graduate level with a wealth of knowledge to be fostered, explored, and shared with the world. When graduate writing becomes solely focused on the perfected final draft of the work in a given context, we are not exploring our identity in the process or contributing to the work in a unique way. Even in the most rigid or defined contexts, the individual can find a way of expression if it is fostered by the graduate community. 

Works Cited 

“WPA Outcomes Statement for First-Year Composition (3.0), Approved July 17, 2014.” WPA Council, Council of Writing Program Administrators, 18 July 2019, wpacouncil.org/aws/CWPA/pt/sd/news_article/243055/_PARENT/layout_details/false.  

Leave a Reply

This site uses Akismet to reduce spam. Learn how your comment data is processed.