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[15] 2. What do you think your writing can do?

Does this question sound awkward or trivial? Then it’s definitely something that you need to consider at least once in your career as an academic writer. As far as I understand, many (novice) writers don’t have an adequate answer.

First, let’s ask this question in a completely different context: what do you think carpentry does? Yes, carpentry produces furniture, windows, doors and many other everyday things made out of wood and other materials (at least that’s what I understand as the son of a former carpenter). Of course, every carpenter would give you a more elaborate answer, but that’s what it boils down to.

First answer

So, what does writing do? What can your academic writing do? It certainly can’t produce the chairs and tables you’re putting your bottom and laptop on. What it does produce is nevertheless equally useful. Writing produces communication. I know that’s a self-evident statement, as you’re reading the very words that I have written, communicating my ideas to you. But do you apply this knowledge to your writing? Herein, I think, lies the crux.

Students and novice writers (as well as the old guard) need reminding that their writing should communicate [16] information to others, the writer’s audience. What many university curricula fail to include is teaching students to do just that. That’s why I want to make sure you know the answer to this ‘trivial’ question. With the wrong answer or concept, your writing might go awry – and you would never know why.

Writing in academia functions as a means of communication in order to address specific audiences about themes, problems, question, theses, hypotheses or insights. You not only want to talk to them at conferences and meetings, but through your elaborated and ‘disciplined’ writing. By writing you enter a conversation about a research topic with your own contributions. Failing to address your audience appropriately means you’re not playing the game of academic communication according to its rules. If you wrote only for yourself and tried to publish your text, you would fail. You have to make sure that you’re writing for others and taking your potential reading audience into account.

You see, the question isn’t that trivial after all. It’s, in fact, the backbone of science. If you want to participate in science, you have to communicate your research in some form and play according to the rules. Texts in the form of journal articles, books, book chapters and more represent the primary media of academic communication. Those who claim to have done research but didn’t or couldn’t communicate it properly won’t be seen as part of the scientific conversation. Be a pro, know what your writing can do, as well as why and how.

[17] A second answer

The first answer is likely something that many writers would eventually conclude. A second answer, however, will be equally relevant to you. Writing not only communicates information to others, it also helps you to record, work with and reflect information to yourself. Phrases such as “writing to learn” or “writing as research”/“research as writing” imply as much. Throughout the entire writing process, which we will look at in the next chapter, you’re using writing as a means for different ends. It’s a multifaceted tool that externalizes your thoughts, and allows you to forget and then return to the information.

Writing thus not only produces communication in the form of texts, but also represents the medium through which thoughts become communication for different purposes.