Post 7: Comparing Academic Writing in High School and College

The transition from high school to college involves not just a shift in the difficulty of coursework but also a huge change in the expectations and norms of academic writing. In high school, writing is often prescribed, focusing on mastering basic structures like the five-paragraph essay. College writing requires a deeper level of critical thinking, engagement with scholarly conversations, and flexibility in style and tone. Kate McKinney Maddalena’s essay “I Need You to Say ‘I’: Why First Person Is Important in College Writing” provides perceptions into the differences in writing approaches between these two educational levels, particularly with the use of first-person pronouns, objectivity, and rhetorical sophistication. In high school, writing assignments are designed to teach foundational skills. The five-paragraph essay, for example, is a staple of high school writing, focusing on a clear introduction, three supporting points, and a conclusion. This rigid structure allows students to learn how to organize their thoughts but leaves little room for rhetorical complexity. Maddalena describes this as “good practice for formal ‘improvisation’ at higher levels of thinking and writing,” likening it to learning strict scales before improvising in jazz (Maddalena 180). The simplicity of high school writing makes it easier for students to focus on basics like grammar, sentence structure, and the development of a thesis. In college, however, writing becomes a tool for engaging in intellectual discussion. Assignments often require students to summarize, analyze, synthesize, and respond within a single essay. Maddalena highlights how college-level writing involves “summarize/report, synthesize, and respond,” which requires a more specific approach to structure and purpose (185). For example, a college student might begin by summarizing an article, then critique the author’s argument, and finally offer their own perspective. This complexity demands that students adapt their style to fit the assignment’s goals, a skill rarely stressed in high school.

One of the most noticeable differences between high school and college writing is the use of first-person pronouns. High school teachers often discourage the use of “I” to promote objectivity and formal tone. Maddalena explains, “Avoiding personal pronouns forces you to be objective. It also ‘sounds’ more formal” (180). This approach works well for high school students, who are still learning to rely on evidence rather than opinion to support their arguments. In college, however, the strategic use of first person can enhance clarity and intellectual integrity. Maddalena argues that first-person pronouns are needed in certain contexts because they “help you express, very simply, who ‘says’ what” (183). For example, a college paper analyzing multiple scholarly articles might use first person to distinguish between the student’s interpretation and the scholars’ claims: “I argue that the study’s findings are limited by its narrow scope.” This distinction is important in avoiding ambiguity and misrepresentation. Maddalena shows the importance of owning one’s ideas in college writing, stating, “Your own, well-defined viewpoint might shed new light on a topic that the experts haven’t considered” (184). In high school, students are rarely encouraged to take intellectual risks, but in college, expressing a unique perspective is often the goal. For example, a student writing about climate change might say, “Based on my analysis of recent studies, I propose that renewable energy policies should focus on community-driven solutions.” This use of first person not only clarifies ownership of the idea but also demonstrates the student’s engagement with the topic.

High school writing prioritizes simplicity and clarity, usually focusing on writing for a general audience, like teachers or peers. Maddalena notes that high school assignments rarely require writers to anticipate complex rhetorical shifts or address multiple purposes within a single piece (185). This simplicity helps students master basic skills but limits their ability to engage with diverse audiences. College writing demands a higher level of rhetorical sophistication. Students must consider their audience, purpose, and the conventions of the field in which they are writing. For example, writing a lab report for a biology course involves adhering to strict methodological conventions, often avoiding first-person pronouns to maintain objectivity. However, as Maddalena points out, even in scientific writing, the observer’s role is acknowledged: “We measured state anxiety by . . .” acknowledges the researcher’s involvement, improving the transparency of the study (187). This adaptability to context is a hallmark of college writing and reflects the broader intellectual engagement expected at this level. High school writing usually limits students to report established facts or summarizing texts, leaving little room for original thought. College writing encourages intellectual ownership and critical thinking. Maddalena highlights this shift, stating, “Having something new to say increases the exigency of your argument in the larger, intellectual exchange of ideas” (184). This shift can be intimidating for students accustomed to high school’s emphasis on correctness over originality. For example, a high school student writing about The Great Gatsby might simply summarize the plot and themes, while a college student might explore how Fitzgerald’s portrayal of the American Dream reflects broader societal critiques. The college paper would require the student to engage with existing scholarship, synthesize multiple perspectives, and contribute their own argument, like, “I argue that Fitzgerald critiques the American Dream not just through Gatsby’s downfall but also through the pervasive moral decay of the 1920s.” The transition from high school to college writing involves a huge shift in expectations, from mastering basic structures to engaging in scholarly discourse. High school writing teaches foundational skills and stresses objectivity, while college writing values intellectual ownership, rhetorical sophistication, and adaptability to context. As Maddalena eloquently states, “First person has an important place, an irreplaceable place, in texts that report research and engage scholarship” (180). Understanding these differences helps students navigate the challenges of college writing and develop the skills needed for academic and professional success.

Works Cited

Maddalena, Kate McKinney. “I Need You to Say ‘I’: Why First Person Is Important in College Writing.” Writing Spaces, edited by Charles Lowe and Pavel Zemliansky, Creative Commons, pp. 181-190.