Writing to Learn by William Zinsser

Nonfiction writing should have a point: It should leave the reader with things like a set of facts, an idea, and a point of view. We start with Archie Carr, who wrote eleven books dedicated to saving the sea turtle. Somehow, this creature survives by laying just the right number of eggs, 100, in difficult, enemy-ridden conditions so that its species has survived. Like the rest of the writing in this chapter that also covers insects and birds, it is brilliant.
The centerpiece of this chapter, however, belongs to Darwin. Like many at the frontier of knowledge, Darwin wrote clearly, and as the samples here show, engagingly. His work makes us feel like we are riding the Beagle with him. William also points out that writing is the handmaiden of leadership, as the writings of Lincoln and Churchill attest.

What makes math really interesting is not the right answer, but where it came from. This is where writing comes in. The sentences that lead you through a problem may suggest other questions, which is learning. Math is all around us, but most people don’t see it that way, as school math has alienated them. With modern tools, it’s more vital that students know what to do rather than how to do it. Why teach long division, for example?
Consider putting kids in groups and letting them teach each other and take tests together. Have them write math autobiographies. Today’s AP Calculus exam is 50% free response essays. You get credit for things like “if I could evaluate this integral I would know the area, but I can’t.” Break down the barriers between subjects by putting math questions on a history test and visa versa. Writing, thinking, and learning should mesh into one process.

This chapter is all about anthropologists, who William seems to favor due to their writing skills and the stories they tell. The stars of this chapter are Lewis Thomas, author of Lives of a Cell, and the legendary Margaret Mead. They may be at an advantage as their subjects are the title of this chapter, unlike other scientists. The other anthropologists cited here are also well worth the read.

William, who considered himself to be a “science boob,” finds himself sad upon finishing a book by Einstein. He feels that if Einstein can discover relativity and explain it clearly to non-scientists, others should as well. The goal should be to make your points clear to others and yourself. If you can’t, the writing process will reveal holes in your knowledge.
The chemistry section of this chapter introduces us to two professors who require students to explain in “correct English” why they got the answer they did. One forces students to rewrite their correct answers if they are not well written and to get help from the writerng lab if they need it. The writing helps the professors get an idea about the depth of a student’s understanding along with any misconceptions they may have. Students understand that writing isn’t the sole property of the English teachers.

Writing, as it relates to music, comes in two varieties. First are the lyrics themselves, along with the notes that in some cases are rendered by another author. Rogers and Hammerstein would be an example of such a duo. The second variety of writing is music criticism and reviews. Composers are not so much conscious of their ideas as they are possessed by them. The critics vary from jaded to brilliant when it comes to helping us understand and appreciate musical composition and performance. William is old enough to have been raised on standards by guys like Cole Porter in the 1930’s and early Broadway musicals, hence his perspective here.

William was an American writer, editor, literary critic, and teacher. He began his career as a journalist for the New York Herald Tribune, where he worked as a feature writer, drama editor, film critic and editorial writer. Zinsser taught writing at Yale University and was a longtime contributor to leading magazines. His 18 books include On Writing Well, which is in the 30th edition. He died at the age of 92 in Manhattan on May 12, 2015.

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