Writing Processes Differ
by Brandon Fralix

As part of the fall training workshop, Writing Center tutors wrote a paper on their writing processes, and the differences in how these good writers work show that not all students write alike. Understanding that writing processes differ among students and professors helps us see why certain students find one professor easier to write for than another. One element of paper writing that professors universally agree on is to start writing early. In stressing an early start, professors hope students will have time to examine and review their papers. Tutor Sarah Wells agrees with this strategy for paper writing and says, "In general, I like to approach writing assignments at least a few days before they are due." For other tutors, waiting a while before starting a paper gives them time to think things through and organize their papers in their minds.

Tutor Emily Cook creates her papers in this manner: "I spend a while just thinking about what I could write and how I could support my points."However, not all students like to dwell on their papers for days; instead, many students prefer to write their papers as their deadline approaches. An anonymous Writing Center tutor says, "I tend to wait until the last minute to acutally begin the writing process. I joke and say that panic makes the words flow." For some students, waiting until the last minute is not a joke but an integral part of their usual writing process. I have heard several students say they do their best and most creative work the night and early morning before an assignment is due. Tutors do not encourage this procrastination, but we realize and understand that it occurs. In my experience, a way some professors overcome this tendency to procrastinate is to require rough drafts. Even though the professors might not read the drafts and the students will procrastinate on writing them, in the end the final draft improves because more thought has been put into it.

A complaint that Writing Center tutors hear (and sometimes make) is the requirement of certain professors for detailed formal outlines. Many professors who want such outlines think that they are extremely helpful and use outlines themselves, and some students feel likewise. The opinions of the tutors are mixed. Outlines are a big part of Elizabeth Michael's writing process: "I immediately proceed to create an outline. When I am happy with the outline, I move on to writing the paper." For Michael, outlines focus her topic and provide a pattern by which to write. On the other hand, tutor Katie Lenhart says, "I freewrite, never outline, and just trust that I will eventually have something A worthy to say."

Lenhart's attitude towards outlines is an extreme one shared by only a few other tutors, but Jill Walker expresses a more common attitude towards outlines: "I will make notes on a sheet of paper. This method is as close as I get to making an outline." Walker's view of outlines is shared by Deidre Quattlebaum: "Very rarely do I ever begin with a formal outline unless one is required by a professor." This view, that rough outlines are as serviceable as formal ones, is more prevalent among the tutors and, judging from what students bring to conferences, the student body in general.

So what do these differences in writing processes mean for the Writing Center and for professors? Tutors' writing processes affect the way they view students' papers and what suggestions they make to students about how to improve these papers. Tutors need to remember that students' writing processes may differ from theirs. This advice is good for professors as well. Professors' writing processes are in part responsible for the assignments they give. They have a right to challenge students; however, faculty members should remember that changes in writing processes are difficult and best done over time and with help.