I sit at my desk staring at two vastly different writing assignments from my current courses and feel a mixture of excitement and fear. One asks for a scholarly report on grammar and syntax, while the other requires a creative narrative exploring personal growth. The contrast is stark, and I can’t help but wonder, how can I excel at both when they seem to demand such different skills? This dilemma led me to question everything I thought I knew about writing. I once believed that being “good at writing” was a universal skill, applicable across all contexts. Damn, was I wrong.
It was during this moment of self-doubt that I read Elizabeth Wardle’s unexpected essay, “You Can’t Teach ‘Writing in General.’” Her words hit me like a strong cup of coffee. “There is no such thing as writing in general. Writing is always in particular.” This simple yet profound statement made me rethink my entire approach to writing. Every time I start an assignment, I’m not just completing a task, I’m adapting what I already know to a specific set of requirements. Wardle further explains that “context, audience, purpose, medium, history, and values of the community all impact what writing is and needs to be in each situation.”
Reflecting on my own experiences, I realize how true this is. My tone, style, and goals evolve to meet the demands of each unique writing task, whether it’s a professional report or a classroom essay. Wardle’s ideas remind us that we’re constantly learning as writers, especially as we navigate new domains. This realization is both liberating and challenging. It gives us permission to approach each writing task as a new adventure, but it also means we must remain adaptable and open to learning. We all knowing having too much freedom can be overwhelming. That’s where Catherine Savini’s advice comes into play.
I discovered another perspective that resonated deeply with me. Savini’s “Looking for Trouble: Finding Your Way into a Writing Assignment” offers a valuable approach: writing is about problem-solving. She notes, “The more you practice the process of articulating problems, posing questions, and identifying the stakes…the more successful you will be at writing academic papers.” This approach transforms how I view writing challenges. Instead of seeing a prompt as a straightforward task, I can instead ask myself, “What is the real problem here? What questions can I explore?” Savini’s concept of “looking for trouble” encourages us to uncover complexity within our assignments. By embracing this mindset, I’ve found that I develop stronger arguments and deeper insights in my writing.
Both Wardle and Savini emphasize that writing isn’t a static skill but an evolving practice. As Wardle puts it, “This isn’t bad news. Rather, it gives all writers permission to keep learning, to fail, and to engage in new kinds of writing in new situations.” This idea has transformed my perspective on writing. Now, I see each new assignment–even those that initially intimidated me–as an opportunity to explore uncharted territory, to ask questions, and to solve problems specific to the task at hand.In the end, I’ve realized that studying writing is about more than just mastering a set of rules. It’s about learning to navigate different environments, engage with challenges, and continually grow as a writer.
Whether I’m tackling an unfamiliar writing assignment or preparing for a new professional context, I’ve learned that success lies in being open to learning, seeking complexity, and embracing the uniqueness of each situation.
Writing isn’t a formula–it’s a journey of discovery. And as I return to my desk, facing those two contrasting assignments, I no longer feel fear. Instead, I’m excited to embark on new writing adventures, each with its own unique landscape to explore.
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