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 Tyson
At every level of academics, writing is one way in which students can show learning, explore
interests, create knowledge, and more. It’s important for graduate writers to understand the
power their writing holds. At the graduate level, writing is a rhetorical process that synthesizes
prior knowledge with new learning, typically, but not limited to, an academic style. This writing
also has a focus on positioning graduate students as rising researchers contributing to their
chosen field.
In experiencing graduate level writing at two different institutions in two different programs, it’s
clear not every institution and program values writing the same. In one program, the product of
writing was placed on a final paper that was expected to be turned in at the end of a course and
done completely individually. In another program, process was valued higher over product. Time
was spent with peer review, working through ideas, creating notes, and holding written
discussions through different platforms. The final product was still valued, but emphasis was
placed on the entire process. While both were graduate programs, it’s evident that writing was
not valued equally, but still used to communicate learning.
Graduate writing, like all writing, is a process instead of a step-by-step formula. There’s no set
process as “composing processes are seldom linear: a writer may research a topic before
drafting, then conduct additional research while revising or after consulting a colleague.
Composing processes are also flexible: successful writers can adapt their composing processes
to different contexts and occasions” (WPA Outcomes Statement, 2019). This is especially true in
graduate writing as students do more research to deepen their knowledge about a topic within
their given field and explore their interests.
As a large part of graduate writing involves research, students need to critically read and think
about that research in order to help themselves as writers. “When writers think critically about
the materials they use…they separate assertion from evidence, evaluate sources and evidence,
recognize and evaluate underlying assumptions, read across texts for connections and patterns,
identify and evaluate chains of reasoning, and compose appropriately qualified and developed
claims and generalizations” (WPA Outcomes Statement, 2019). When writers follow these
steps, they can be assured their writing will be based in solid research, on topic, and
contributing to their chosen academic field.
Through the process of critical thinking, graduate students are situated as rising researchers
contributing to their chosen academic field. This does not necessarily mean publishing as the
only contribution. To do this, graduate students need to transfer their learning through their
writing to add to preexisting knowledge. Graduate writers need to pay attention to what the
transdisciplinarity themes can bring to their writing. These transdisciplinarity themes include
individuality, intentionality, fidelity, directionality, and simultaneity (“Introduction,” 2024, 9). These
themes allow graduate writers to make connections through their research, writing, experiences,
and interests that add to the larger discourse.
While graduate writing can be used for assessment and publication, it’s a much greater tool. As
graduate students are rising researchers in their academic journeys, their learning, interests,
and knowledge contribution can be communicated through their writing. Graduate writing is a
rhetorical tool used for learning, transferring knowledge, and contributing to their chosen
academic discourse.
Works Cited
Introduction. (2024). In R. S. Nowacek, R. Lorimer Leonard, & A. Rounsaville (Eds.), Writing
Knowledge Transfer: Theory, Research, Pedagogy (pp. 3-19). Parlor Press; The WAC
Clearinghouse. https://wac.colostate.edu/books/referenceguides/transfer/
WPA Outcomes Statement for First-Year Composition (3.0), Approved July 17, 2014. (2019,
July 18). Council of Writing Program Administrators. Retrieved June 20, 2024, from
WPA Outcomes Statement for First-Year Composition (3.0), Approved July 17, 2014
This Statement identifies outcomes for first-year composition programs in U.S. postsecondary education. It describes the…
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