{"id":332,"date":"2021-01-10T11:22:19","date_gmt":"2021-01-10T16:22:19","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/writingforpublicrelations\/?post_type=chapter&p=332"},"modified":"2026-01-14T15:41:06","modified_gmt":"2026-01-14T20:41:06","slug":"2-1-learning-to-write","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/writingforpublicrelations\/chapter\/2-1-learning-to-write\/","title":{"raw":"4.1 Learning to Write","rendered":"4.1 Learning to Write"},"content":{"raw":"
\r\n

4.1 Learning to write<\/h1>\r\n<\/header>\r\n
\r\n
\r\n\r\nYou may think that some people are simply born as better writers than others, but in fact writing is a reflection of experience and effort. If you think about your successes as a writer, you may come up with a couple of favourite books, authors, or teachers that inspired you to express yourself. You may also recall a sense of frustration with your earlier writing experiences. It is normal and natural to experience a sense of frustration at the perceived<\/em> inability to express oneself. The emphasis here is on your perception of yourself as a writer as one aspect of how you communicate.\r\n

Looking back<\/h2>\r\nBefore you can learn to write in a new context, it\u2019s helpful to explore how you got to this point. Every one of us arrives in the workplace (and the classroom) with our own beliefs and assumptions about communication. Sometimes, these beliefs are helpful. Sometimes, however, our beliefs can hold us back. So, before we dive in, let\u2019s take a moment to reflect.\r\n\r\nRead the following questions and think them over. It may be helpful for you to write some notes in a journal.\r\n
\r\n

Questions for reflection<\/h2>\r\n<\/header>\r\n
\r\n
    \r\n \t
  1. How did you learn to read and write? Who influenced you?<\/li>\r\n \t
  2. What do people in your culture and\/or your family believe about reading, writing, and telling stories?<\/li>\r\n \t
  3. What are some of your most positive reading and writing memories?<\/li>\r\n \t
  4. Describe some moments when you struggled with reading or writing. How did you react?<\/li>\r\n \t
  5. Have you ever changed a belief around reading and writing?<\/li>\r\n \t
  6. Do you believe that you are a good writer? Why or why not?<\/li>\r\n \t
  7. What is the most frustrating part of reading or writing for you?<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\nNow, reflect on your answers. Do you notice any patterns? Can you identify any beliefs that might hold you back? Let\u2019s take a look at how another student answered.\r\n
    \r\n

    Simran\u2019s story<\/h2>\r\n<\/header>\r\n
    \r\n\r\nSimran\u2019s earliest memories of reading involve being snuggled up with her grandma, siblings and cousins. She loved being read to. Before she was old enough to go to school, she often sat with her older siblings as they did their homework and pretended to write. Unfortunately, when Simran was in Grade 4, she had a teacher who criticized her writing. She began to believe that she was a bad writer. By the time she reached Grade 12, English was Simran\u2019s worst subject.\r\n\r\nToday, Simran likes to read for fun, but hates to read for school. When she gets a writing assignment, she often starts and stops and procrastinates. She writes a sentence then gets caught up in grammar details, deletes it, starts over, then checks social media. In the end, she pulls an all-nighter and hands in her assignment with just minutes to spare. Simran likes to write fan fiction based on her favourite T.V. show, and she doesn\u2019t understand why the words come so easily when she\u2019s writing for fun, but so painfully when she\u2019s writing for school.\r\n\r\n<\/div>\r\n<\/div>\r\nSimran is a good writer (she can write short stories!), but her unhelpful beliefs about her writing could set her up for failure before she has even started. By talking about our reading and writing beliefs and figuring our where they came from, we can challenge unhelpful beliefs and be more successful.\r\n\r\nThinking about our reading and writing beliefs is also a great way to celebrate the communication strengths you already have. For example, if you\u2019ve learned Traditional Stories from elders in your community, you already know a story can be used as a powerful teaching tool when tailored to the right audience at the right time. Your ability to play music or sing will help you write sentences that people will enjoy reading. If you can shift between multiple languages or dialects, you can adapt to a new workplace environment. Our goal is not to erase what\u2019s unique about your writing voice, but to build on your existing skills so that you can be successful in your writing for public relations.\r\n

    What do experts say about reading and writing beliefs?<\/h2>\r\nThe question of how to become a better writer has been studied extensively for decades. We actually know a lot about how people learn to read and write, and how we can improve our writing. Here are just a few writing beliefs that researchers, writing teachers and scholars believe to be true (Fink, 2015). How many of these points do you agree with?\r\n
      \r\n \t
    1. Everyone can become a better writer.<\/li>\r\n \t
    2. People learn to write by writing.<\/li>\r\n \t
    3. Writing is a process.<\/li>\r\n \t
    4. Writing helps us think and figure out what we have to say.<\/li>\r\n \t
    5. There is no one way to write well. Different writers have different processes and may even change their process depending on what type of writing they\u2019re doing.<\/li>\r\n \t
    6. Editing, revising and rethinking are important to help writers reach their potential.<\/li>\r\n \t
    7. Writing and reading are related. Reading will improve your writing. It doesn\u2019t even matter what genre you read. Read what you enjoy.<\/li>\r\n \t
    8. Talking about your writing with your peers and your teacher can make you a better writer.<\/li>\r\n<\/ol>\r\nIn short, you can become a better writer. In fact, some studies have found that students who believe that they can become good writers improve faster than those who don\u2019t (Baaijen, Galbraith, and de Glopper, 2014).\r\n\r\nYou are a good writer, and you can become a better writer. You use your writing skills every day. It\u2019s hard to change a belief overnight, but over the course of the semester, we\u2019ll build on what you already know and apply it to writing for public relations. We\u2019ll figure out a writing process that works for you. And hopefully, by the end of the semester, you\u2019ll have created writing that you\u2019re proud of.\r\n

      Looking forward<\/h2>\r\nYou are your own best ally when it comes to your writing. Keeping a positive frame of mind about your journey as a writer is not a clich\u00e9 or simple, hollow advice. Your attitude toward writing can and does influence your written products.\r\n\r\n<\/div>\r\n

      Reading is one step many writers point to as an integral step in learning to write effectively. You may like reading Harry Potter books, anime or romance novels, but if you want to write effectively in public relations, you also need to read public relations-related documents. These can include news releases, opinion columns, news and feature articles, social media posts, advertisements, speeches and annual reports. You can also gain an advantage by reading publications in fields other than public relations; often reading outside your niche can enhance your versatility and help you learn how other people express similar concepts. Reading is one of the most useful lifelong habits you can practice to boost your public relations writing skills.<\/p>\r\n\r\n

      \r\n

      In the \u201creal world\u201d when you are under a deadline and production is paramount, you\u2019ll be rushed and may lack the time to do adequate background reading for a particular assignment. For now, take advantage of this course by exploring common public relations documents you may be called on to write, contribute to, or play a role in drafting in your future career. Some documents have a degree of formula to them, and your familiarity with them will reduce your preparation and production time while increasing your effectiveness.<\/p>\r\n\r\n<\/div>\r\n

      \r\n

      Learning to write effectively involves reading, writing, critical thinking, and self-reflection. At times, it may seem like it\u2019s an incredibly messy process. Other times, it may feel tedious.\u00a0Ultimately, writing is a process that takes time, effort, and practice. In the long-term, your skillful ability to craft messages will make a significant difference in your career.<\/p>\r\n\r\n<\/div>\r\n

      References<\/h2>\r\nBaaijen, V., Galbraith, D., and de Glopper, K. (2014).\u00a0Effects of writing beliefs and planning on writing performance<\/em>. Retrieved from\u00a0https:\/\/www.semanticscholar.org\/paper\/Effects-of-writing-beliefs-and-planning-on-writing-Baaijen-Galbraith\/03701e3c57c3bca04881b7f7716f111250d6ce39<\/a>.\r\n\r\nFink, L. (2015).\u00a0Beliefs about the teaching of writing.<\/em> Retrieved from\u00a0http:\/\/www2.ncte.org\/blog\/2015\/05\/beliefs-about-the-teaching-of-writing\/<\/a>.\r\n

      Attributions<\/h2>\r\nThis chapter contains material taken from Chapter 4.2 \u201cHow is writing learned\u201d<\/a> in\u00a0Business Communication for Success<\/a>\u00a0(used under a\u00a0CC-BY-NC-SA 4.0 International<\/a>\u00a0license) and Chapter 1 \u201cExploring your reading and writing beliefs\u201d<\/a>\u00a0and Chapter 2 \u201cThe writing process\u201d<\/a> in Business Writing for Everyone<\/a> (used under a CC-BY-NC 4.0 International license<\/a>).\r\n\r\n<\/div>","rendered":"
      \n

      4.1 Learning to write<\/h1>\n<\/header>\n
      \n
      \n

      You may think that some people are simply born as better writers than others, but in fact writing is a reflection of experience and effort. If you think about your successes as a writer, you may come up with a couple of favourite books, authors, or teachers that inspired you to express yourself. You may also recall a sense of frustration with your earlier writing experiences. It is normal and natural to experience a sense of frustration at the perceived<\/em> inability to express oneself. The emphasis here is on your perception of yourself as a writer as one aspect of how you communicate.<\/p>\n

      Looking back<\/h2>\n

      Before you can learn to write in a new context, it\u2019s helpful to explore how you got to this point. Every one of us arrives in the workplace (and the classroom) with our own beliefs and assumptions about communication. Sometimes, these beliefs are helpful. Sometimes, however, our beliefs can hold us back. So, before we dive in, let\u2019s take a moment to reflect.<\/p>\n

      Read the following questions and think them over. It may be helpful for you to write some notes in a journal.<\/p>\n

      \n
      \n

      Questions for reflection<\/h2>\n<\/header>\n
      \n
        \n
      1. How did you learn to read and write? Who influenced you?<\/li>\n
      2. What do people in your culture and\/or your family believe about reading, writing, and telling stories?<\/li>\n
      3. What are some of your most positive reading and writing memories?<\/li>\n
      4. Describe some moments when you struggled with reading or writing. How did you react?<\/li>\n
      5. Have you ever changed a belief around reading and writing?<\/li>\n
      6. Do you believe that you are a good writer? Why or why not?<\/li>\n
      7. What is the most frustrating part of reading or writing for you?<\/li>\n<\/ol>\n<\/div>\n<\/div>\n

        Now, reflect on your answers. Do you notice any patterns? Can you identify any beliefs that might hold you back? Let\u2019s take a look at how another student answered.<\/p>\n

        \n
        \n

        Simran\u2019s story<\/h2>\n<\/header>\n
        \n

        Simran\u2019s earliest memories of reading involve being snuggled up with her grandma, siblings and cousins. She loved being read to. Before she was old enough to go to school, she often sat with her older siblings as they did their homework and pretended to write. Unfortunately, when Simran was in Grade 4, she had a teacher who criticized her writing. She began to believe that she was a bad writer. By the time she reached Grade 12, English was Simran\u2019s worst subject.<\/p>\n

        Today, Simran likes to read for fun, but hates to read for school. When she gets a writing assignment, she often starts and stops and procrastinates. She writes a sentence then gets caught up in grammar details, deletes it, starts over, then checks social media. In the end, she pulls an all-nighter and hands in her assignment with just minutes to spare. Simran likes to write fan fiction based on her favourite T.V. show, and she doesn\u2019t understand why the words come so easily when she\u2019s writing for fun, but so painfully when she\u2019s writing for school.<\/p>\n<\/div>\n<\/div>\n

        Simran is a good writer (she can write short stories!), but her unhelpful beliefs about her writing could set her up for failure before she has even started. By talking about our reading and writing beliefs and figuring our where they came from, we can challenge unhelpful beliefs and be more successful.<\/p>\n

        Thinking about our reading and writing beliefs is also a great way to celebrate the communication strengths you already have. For example, if you\u2019ve learned Traditional Stories from elders in your community, you already know a story can be used as a powerful teaching tool when tailored to the right audience at the right time. Your ability to play music or sing will help you write sentences that people will enjoy reading. If you can shift between multiple languages or dialects, you can adapt to a new workplace environment. Our goal is not to erase what\u2019s unique about your writing voice, but to build on your existing skills so that you can be successful in your writing for public relations.<\/p>\n

        What do experts say about reading and writing beliefs?<\/h2>\n

        The question of how to become a better writer has been studied extensively for decades. We actually know a lot about how people learn to read and write, and how we can improve our writing. Here are just a few writing beliefs that researchers, writing teachers and scholars believe to be true (Fink, 2015). How many of these points do you agree with?<\/p>\n

          \n
        1. Everyone can become a better writer.<\/li>\n
        2. People learn to write by writing.<\/li>\n
        3. Writing is a process.<\/li>\n
        4. Writing helps us think and figure out what we have to say.<\/li>\n
        5. There is no one way to write well. Different writers have different processes and may even change their process depending on what type of writing they\u2019re doing.<\/li>\n
        6. Editing, revising and rethinking are important to help writers reach their potential.<\/li>\n
        7. Writing and reading are related. Reading will improve your writing. It doesn\u2019t even matter what genre you read. Read what you enjoy.<\/li>\n
        8. Talking about your writing with your peers and your teacher can make you a better writer.<\/li>\n<\/ol>\n

          In short, you can become a better writer. In fact, some studies have found that students who believe that they can become good writers improve faster than those who don\u2019t (Baaijen, Galbraith, and de Glopper, 2014).<\/p>\n

          You are a good writer, and you can become a better writer. You use your writing skills every day. It\u2019s hard to change a belief overnight, but over the course of the semester, we\u2019ll build on what you already know and apply it to writing for public relations. We\u2019ll figure out a writing process that works for you. And hopefully, by the end of the semester, you\u2019ll have created writing that you\u2019re proud of.<\/p>\n

          Looking forward<\/h2>\n

          You are your own best ally when it comes to your writing. Keeping a positive frame of mind about your journey as a writer is not a clich\u00e9 or simple, hollow advice. Your attitude toward writing can and does influence your written products.<\/p>\n<\/div>\n

          Reading is one step many writers point to as an integral step in learning to write effectively. You may like reading Harry Potter books, anime or romance novels, but if you want to write effectively in public relations, you also need to read public relations-related documents. These can include news releases, opinion columns, news and feature articles, social media posts, advertisements, speeches and annual reports. You can also gain an advantage by reading publications in fields other than public relations; often reading outside your niche can enhance your versatility and help you learn how other people express similar concepts. Reading is one of the most useful lifelong habits you can practice to boost your public relations writing skills.<\/p>\n

          \n

          In the \u201creal world\u201d when you are under a deadline and production is paramount, you\u2019ll be rushed and may lack the time to do adequate background reading for a particular assignment. For now, take advantage of this course by exploring common public relations documents you may be called on to write, contribute to, or play a role in drafting in your future career. Some documents have a degree of formula to them, and your familiarity with them will reduce your preparation and production time while increasing your effectiveness.<\/p>\n<\/div>\n

          \n

          Learning to write effectively involves reading, writing, critical thinking, and self-reflection. At times, it may seem like it\u2019s an incredibly messy process. Other times, it may feel tedious.\u00a0Ultimately, writing is a process that takes time, effort, and practice. In the long-term, your skillful ability to craft messages will make a significant difference in your career.<\/p>\n<\/div>\n

          References<\/h2>\n

          Baaijen, V., Galbraith, D., and de Glopper, K. (2014).\u00a0Effects of writing beliefs and planning on writing performance<\/em>. Retrieved from\u00a0https:\/\/www.semanticscholar.org\/paper\/Effects-of-writing-beliefs-and-planning-on-writing-Baaijen-Galbraith\/03701e3c57c3bca04881b7f7716f111250d6ce39<\/a>.<\/p>\n

          Fink, L. (2015).\u00a0Beliefs about the teaching of writing.<\/em> Retrieved from\u00a0http:\/\/www2.ncte.org\/blog\/2015\/05\/beliefs-about-the-teaching-of-writing\/<\/a>.<\/p>\n

          Attributions<\/h2>\n

          This chapter contains material taken from Chapter 4.2 \u201cHow is writing learned\u201d<\/a> in\u00a0Business Communication for Success<\/a>\u00a0(used under a\u00a0CC-BY-NC-SA 4.0 International<\/a>\u00a0license) and Chapter 1 \u201cExploring your reading and writing beliefs\u201d<\/a>\u00a0and Chapter 2 \u201cThe writing process\u201d<\/a> in Business Writing for Everyone<\/a> (used under a CC-BY-NC 4.0 International license<\/a>).<\/p>\n<\/div>\n","protected":false},"author":515,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-332","chapter","type-chapter","status-publish","hentry"],"part":330,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/writingforpublicrelations\/wp-json\/pressbooks\/v2\/chapters\/332","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/writingforpublicrelations\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/writingforpublicrelations\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/writingforpublicrelations\/wp-json\/wp\/v2\/users\/515"}],"version-history":[{"count":4,"href":"https:\/\/pressbooks.bccampus.ca\/writingforpublicrelations\/wp-json\/pressbooks\/v2\/chapters\/332\/revisions"}],"predecessor-version":[{"id":443,"href":"https:\/\/pressbooks.bccampus.ca\/writingforpublicrelations\/wp-json\/pressbooks\/v2\/chapters\/332\/revisions\/443"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/writingforpublicrelations\/wp-json\/pressbooks\/v2\/parts\/330"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/writingforpublicrelations\/wp-json\/pressbooks\/v2\/chapters\/332\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/writingforpublicrelations\/wp-json\/wp\/v2\/media?parent=332"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/writingforpublicrelations\/wp-json\/pressbooks\/v2\/chapter-type?post=332"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/writingforpublicrelations\/wp-json\/wp\/v2\/contributor?post=332"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/writingforpublicrelations\/wp-json\/wp\/v2\/license?post=332"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}