I have been procrastinating about some revisions I need to do recently on my own PhD thesis and also on a paper I have been writing with colleagues. One of the forms this procrastination has taken is looking back at some of the early posts on this blog. I was struck by how formal they are – so ‘academic’ in tone and style. The later posts are different, more humorous in some ways, and also more relaxed; more like what I now think blog posts on this kind of blog should be – conversation-starters or think-pieces there to stimulate discussion and thinking and conversation in a more relaxed or informal way. They should be engaging – of the writer and the reader, and be fun to write and read. Well, this is my opinion of them anyway.
But I got to thinking, ‘what changed? Between now and then, why did my style shift so?’ There is also a bigger question here about transitions writers make in their own processes of growth and learning, and how and why these transitions happen. We in writing centres are, I think, quite focused on these transitional moves, because part of our work is to enable them to take place and also to make student-writers more aware of the need for change and transition and growth and how to achieve this.
In my own blog-writing I think my learning has been quite tacit. As I got more comfortable with the blogsphere, and as I started subscribing to and reading other blogs, I started to learn about what I liked to read, what kinds of tones and styles were used in blogs that I identified as being like my own, and I began to play with this genre a little more boldly, although I didn’t try things out very consciously – rather I just began to write a little less formally, and with a little less planning and careful thought. I tried to just let the ideas come, and then edited and organised retrospectively. If I think back, I cannot pin-point this strategy or that which worked, although I could show you posts I liked writing more, and less, and probably the ones I liked more were funnier and more fun to write, and also more personal and about my own writing and how my learning is carried into my conversations with students and tutors. They felt more like the kinds of texts that tend to count as relevant or authentic in the blogspheres I think they fit into.
So, I suppose I have to ask myself, now, ‘what learning from this experience of changing my own writing style in my blog can I take into my tutoring of students and writing tutors?’ You may say that this is an easier space to play within than perhaps a university course where the assessment of the students’ writing is high stakes. After all, no one is marking my blog posts out of 100 or judging the posts to pass or fail against some preset criteria. However low-stakes this space may be in terms of the formal understandings of assessment of writing in higher education, it is not all that low-stakes for me. I am putting my ideas out into a very public space, sharing them with many people I cannot meet or see, who do not actually know me the way a lecturer might, or be able to give the benefit of any kind of doubt. This has made me feel quite vulnerable, and open to possible critique and misreading. While I know, as an academic, that critique is good if it can help me grow and learn, it is not always easy to hear. So each post feels a bit like an act of bravery, and each post is another step in my learning process about writing in this space, in this medium.
I think that each essay and assignment must feel to many students like an act of bravery, as they open their work and their selves expressed in their work up to critique and correction. Students also need to learn to write well in new media and new genres, and often the rules and conventions of these genres are not explained or opened up for discussion and deconstruction in lectures or tutorials. Many lecturers assume that students can work these rules and conventions out on their own, and struggle to see the tacit-ness of their own learning and growth as writers. If they could see this, as I can try to see my own tacit learning and growth, then they could start working with student writers from a place of empathy, because writing in new media and new voices is risky and does feel vulnerable, and support and feedback is needed. They could also begin, as I have tried to do with my tutors, to explain their own processes of learning, making the rules and conventions that govern what counts as the right tone or style or voice in these different media more explicit and easy to see, understand and also challenge where necessary.
Writing never stops being work, and even when we stay with one or two media we are comfortable with as writers we still need to make transitions and change and grow in order for our writing to remain engaging, current, relevant to our audiences. But it doesn’t always have to be painful, unpleasant work. I think that reflecting on our own journeys as writers, trying to pull out and explain our own transitions and what enabled them or made them happen could be a useful and creative starting place when we approach working with student writers who need our feedback and guidance.