The Role of Professors in Enhancing Student Writing Skills at the University Level

As a veteran university professor, I have encountered students with varying levels of writing skills upon their arrival at university. The task of fostering effective writing skills among students is a multifaceted one, requiring a combination of strategic teaching methods and supportive resources. This article explores the challenges and solutions in enhancing student writing skills at the university level.

Understanding the Student Arrival Reality

Students arrive at university knowing the specific knowledge and skills they possess, and these vary widely. Professors have three primary options when faced with students lacking the necessary foundational skills:

Declining Admission: Not admitting students who lack essential skills might be an option, but it is a formidable decision, especially in open-admissions institutions. This approach risks alienating students and is often impractical.

Grading for Content: Professors can focus on content quality over mechanical aspects, giving substantial weight to the ideas presented rather than the stylistic errors. Breaking out the colored pen to highlight areas of improvement becomes a key teaching tool.

Support Programs: Implementing support programs like writing centers and using a variety of strategies can help students refine their skills. While making Composition and Expository Writing a prerequisite is feasible, not every course can have this as a requirement. Professors might still use the colored pen to show students how to improve their writing.

The Gradual Improvement Process

Not all students enter university with the exact skills required for effective writing. It is not appropriate to take a “sink or swim” approach or to set unrealistically high expectations from the outset. Instead, professors should meet students where they are and help them progress to better writers over time.

Teaching Writing Is an Art

One method that has proven effective for me is to prioritize the better-written papers submitted early in the semester. By placing them at the bottom of the pile, I can focus my initial corrections and feedback on the more erroneous papers, thus creating a more enjoyable grading experience. This approach not only improves the quality of the work but also motivates students to engage more deeply with the writing process.

From High School to College

High school writing often emphasizes grammar and structure, assuming that correct grammar and adherence to prescribed forms guarantee effectiveness. However, in college, the focus shifts to synthesizing ideas, developing critical thinking, and conveying arguments coherently. Even accomplished writers at the high school level can benefit from university writing courses and supports that hone their style and clarity.

Universities often set higher expectations than high schools. Assignments are more demanding and require timely submissions. Additionally, college-level writing requires a deeper understanding of complex topics and the ability to support arguments with evidence. For incoming university students, writing skills will vary, and even the best-prepared students will require improvement. Support programs such as writing centers are invaluable in this process.

Improving writing skills in college is a process that demands patience and strategic teaching. Professors play a crucial role in helping students adapt to the higher standards of academic writing. By adopting a progressive approach and utilizing a combination of direct feedback and supportive resources, professors can guide students to become proficient, effective writers at the university level.