Writer Anxiety and the Jump from an Undergraduate to Graduate Model

An article I recently read by geography and social science professors Cameron, Nairn and Higgins, holds the undergraduate model of writing partly responsible for the anxiety of academic writing novices. Unlike the process approach used by most graduate programs, they describe the undergrad model as “a static…linear journey” (271). Their ideas guided me in reflection of my own undergraduate writing experiences, largely to see if they compared to the examples presented in their text.

One claim made by the authors is that the undergraduate model only teaches writers to report on the findings of others; whereas, experienced academic writers discover their own meaning through what they describe as “the messy business of writing” (271). A quick scroll through my undergrad files had me nodding in agreement.  “Summary” and “purpose” statements have quickly been replaced by introductions, theories and research questions throughout my MAIS journey. I have moved from writing about what I have already learned to writing (and rewriting) as a process of learning and thinking about the unknown. Cameron et al. suggest that moving to this process is often where the anxiety begins for novices, since it can quickly lead them “to believe that they do not understand the topic sufficiently or that they lack the necessary writing skills” (271).

Since the entire writing model is different, so is the emphasis of specific skills. Cameron et al. back up the work of Elbow who blames undergrad training for its lack of attention towards the “creative voice”, which is the skill required for the actual flow of words (271). Rather, they feel that undergrad programs push the use of criticizing skills through the over assigning of critical essays. Unfortunately, for the novice writer, both technical skills are required in academic work.  This skill gap can quickly influence self-doubt for any novice who feels they will never have what it takes to be a strong writer. My experience thus far in MAIS 606 is proof that this too relates to my own writing development journey. The writing rubrics of my undergrad classes were very much content focussed – not that content is irrelevant here, but there is certainly a greater emphasis on grammar, language, structure and process than with any other writing course I’ve experienced.

In addition to what Cameron et al. encourage as a means to contest to the fails and anxiety created by the undergraduate model, I would personally credit the draft/revision process, along with peer reviews for being most helpful. As nervous as I was to post my first draft in the MAIS 606 forum, the after effect was surprisingly settling. I think it was the first time as a graduate student where I was able to feel like I was an equal player, and more importantly, like I belonged.  Perhaps the largest contributor of these emotions is the realization that others have to post their work too; we are all vulnerable and we are all learning. I look forward to heading into next week’s second peer review with far less angst and a slight bit of confidence.

Works Cited

Cameron, Jenny, Karen Nairn, and Jane Higgins. "Demystifying Academic Writing: Reflections On Emotions, Know-How And Academic Identity." Journal Of Geography In Higher Education 33.2 (2009): 269-284. Academic Search Premier. Web. 26 July 2016.