To form or not to form

["The Writing Center" <wrcenter@irn.pdx.edu>]

Hi all,

Well, the 5P discussion has been good, really good.  I'm left wondering about why we teach any form at all and conclude that it's less for the sake of the writer than for the sake of the reader; that is, I think we design/shape what we write with a reader/audience in mind.  This seems OK.  But are we taking it a bit overboard?  I mean are we suggesting to writers that readers are: 1) only capable of recognizing a set number of forms (and in particular ways),  or 2) capable of recognizing all forms, but too lazy or harried to take the time?  I mean I'm beginning to wonder why all the emphasis/onus is on the writer.  Don't  readers have some responsibility to work to understand different forms (or not-forms) of writing?

Someone also asked about tutors' responsibilities for helping writers conform to reader expectations (i.e., assignments, guidelines, etc.).  As a tutor, I do believe it is my responsibility point out what I believe the writer is being asked to do and whether, and in what ways, I believe the writer is accomplishing the task.  But I try not to either encourage or discourage the writer to do any particular thing--I do try to give the writer options, to share what I believe to be possible consequences of certain choices, and to respond honestly to how the writing strikes me.  Sometimes I'm better at this than at other times.

Recently, I worked with a writer who was using what many readers would consider unorthodox, though certainly not unrecognizable, structure.   After reading her paper aloud, I first let her know how emotionally powerful the paper was--in particular, the end.  Then I let her know that, in some significant ways, she wasn't following what might be considered a standard research format.  We talked about the possible reactions of her professor to such unorthodoxy, and she made it clear that though she appreciated my cautions, she was nevertheless committed to her structure.  I didn't feel I needed to say much else, except to compliment her on her courage for taking risks.  My point is, I think, that I didn't feel any need to cajole her to comply with a particular form; on the contrary, I really just acknowledged the structure she'd chosen/created.

And I'm not real clear on all this--still processing, still proceeding.

Cliff Barnett
PSU Writing Center