The “So What?” Factor

Continuing my unofficial theme of catch-phrases, I would like to introduce you to what I call the “So What?” Factor in writing. At its core, the “So What?” Factor is about showing audiences why your writing matters. Everything you write should have a purpose, and it is that purpose that will often dictate the choices you make. I use the “So What?” Factor to help students think about the value of recognizing this purpose.

To begin, the “So What?” Factor comes into play even when devising a topic. As students think about the things they would like to discuss in their writing, they must be able to respond to “So what?” If students have no solid reason why this topic matters, it will not make a good paper. The “So What?” Factor at this stage of writing is essential in defining what new things students can contribute to the subject. Even at the early stages of writing, students should be striving to say something interesting and creative, not simply rehashing the ideas of others.

As the writing begins, a new use for “So What?” comes into play. When you are drafting a paper, you must make decisions about the kinds of information you will include. What do you need to say? These decisions often come down to two factors: audience and purpose. It is this second one that “So What?” resolves.

When students are writing anything, no matter the length or purpose, they should always be considering what the paper is supposed to be doing. This purpose, in classes, is two-fold. On one hand, the purpose of most papers written for class is to show the teacher how well you have learned the concepts of the class and how well you can apply those concepts to an intellectual situation. That purpose, however, will not make a very interesting paper on its own.

Instead, students should pay attention to what the information is supposed to do. If a student is attempting to argue that one of the contributing factors to the fall of the Roman Empire was the introduction of Christianity, then the purpose is to convince a reader that this is the case; therefore, all her decisions will be made in order to fulfill that purpose. She will not include information that does not help this case. Her “So What?” is showing something unfamiliar and making a compelling case for one factor over many others.

This brings me to my third use of the “So What?” Factor in writing. Each individual point made must have a raison d’être—a good reason for its existence. Readers should never be faced with the responsibility of asking “So what?” As a student makes a point, he should exhaust every chance a reader has to ask the question. This leaves a reader feeling like everything has been said and that the author therefore knows what he is talking about. Every thought should be explained completely; otherwise, there was no reason to mention it in the first place.

Due to its rather acerbic nature, I avoid the use of “So What?” in my comments on student papers. However, I do try to discuss the “So What?” Factor as often as I can in class. My intent is not to get down on my students for not writing things that matter; rather, I want them to be able to ask the question of themselves. So what?