Emulating Professionals

As we push into the third week of school (already?!) I get more excited about helping out freshman with their future writing in my workshop section. After having attended 2 of these workshops already, I can more easily understand Rodby and Fox’s text in relation to these remedial English classes we are working in. When I enter the room at 9am Monday and Wednesday, it is obvious that the students do not wish to be sitting in this class that counts for nothing. Rather than viewing this workshop as a helpful tool to improve their writing skills, receive peer feedback, and inevitably improve their grades, the students obviously see this class as one that only requires an empty shell of a human in the seat to be marked as present on a roll sheet. While this lack or care or involvement could come across as depressing to the workshop instructor, she holds her own and reiterates that this workshop is solely for the student and their betterment. I think that this approach is extremely effective due to the fact that even just observing two days of this class, I have seen the students go from shut down to interested in receiving help with assignments that could be difficult or confusing.

While I found the Rodby and Fox article interesting, the Bartholomae piece was much more intriguing to me. Throughout my college career I have had to write numerous papers for a multitude of subjects, each time trying to present my case in a way that is tailored to both the subject and the professor. Where Bartholomae seems to look down upon the idea that students are thrust into unfamiliar settings of discourse (having to write in the role of professionals in that field), I think this push into the unknown can help to bring students up to the challenge of writing at such a level. At the same time, I realize that the emulation of professionals and their works does not foster creativity or originality. As the students in GE classes do not feel like authoritative writers, their work therefore ends up turning out like a teacher telling the reader (who probably has more knowledge about the subject at hand) what to think, rather than someone of authority who is unafraid to delve into an analysis of the subject at hand.

Another interesting point is made when Bartholomae claims, “A writer has to “build bridges” between his point of view and his readers. He has to anticipate and acknowledge his readers’ assumptions and biases. He must begin with “common points of departure” before introducing new or controversial arguments” (9). I have recently encountered this as I read both “The End of Faith” and ” The Moral Landscape” by Sam Harris. Speaking on the points of religion Harris is extremely diligent in his attempts to predict and counter the arguments that will be brought up by those who disagree with his views. By stating the biggest possible flaws in his ideas and then quelling them, the writer attempts to reach the reader and ease their transition into a more positive or understanding viewing of his presented ideas. As I recognize this concept now, I will be sure to structure my essays in a way that will “build bridges.”

 

The Deapool image below gives an accurate representation of how I feel when receiving papers back from my upper division GE courses that expect me to be proficient in APA and to write scientific papers as an English major.