A couple of weeks ago I showed a draft of my dissertation proposal to my advisor for the first time.  I knew that the argument was not solid yet, but also felt that I needed feedback at this point of my writing process.  So, I struggled to let go of my initial plan to hand in a polished and brilliant prospectus and met with him.  After long reading and writing sessions in the library, I was happy to learn that the argument I had been building actually made sense. I also learned that I needed to create and discuss this working draft to be able to see the full complexity of the argument that is yet to emerge.  There will be other drafts, I’m sure, and what seems to be an interesting research question now will keep evolving as I write. Yes, I’m naming one of the obvious WAC notions here — (re)writing is a way of making knowledge.  All this reminded me of my mentor’s advice: show students your piece of writing in progress with all the arrows, crossings, and notes; they need to see how messy writing is for all thinkers, even those who have more authority in the classroom. 

As I am proceeding to work on my prospectus, I see a need for multiple readers and interlocutors who, I selfishly admit, will help me dig out all the threads and connect them into a coherent whole.  Another truism surely, but I think all writers including our students deserve a responsive audience.  BLSI Fellows and Writing Center Consultants are happy to be that audience, but students who come to workshops and tutoring sessions are usually those who want to raise their grades or who are simply referred by their professors.  What can we do to encourage strong writers and speakers to seek an active audience while they’re formulaing their ideas?

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