Writing with Academic Authority: Consistently show the relevance and credibility of your sources. Avoid problematic and absolute language.
I would like to admit that such thoughts were things of the past but unfortunately, similar anxieties continue to creep back in even as I continue into multiple years of graduate school. I remember once during my undergraduate days, I saw two of what I considered the smart girls in class, studying for an upcoming writing test.
I asked them if I could join, and they were more than happy to let me in. As I began to listen and ask questions, light bulbs started going off in my head, and everything started to click.
I was not only learning content and authority academic writing practices that counted, I was learning how to think, speak, and act in an academic discourse community.
Since those events, the confidence I gained to take authority over my own learning has stayed with me something that Peter Elbow deems of vital importance — necessitating the delegation of authority to writing groups qtd. What I struggled to show in writing was exacerbated with my lack of authority over my writing.
To accomplish this, they state that students need to incorporate their personal knowledge into their research Essentially, unless students negotiate their reading and writing as authors with authority, their ability to successfully complete writing assignments will be greatly hindered.
Putting oneself into the writing serves the purpose of finding meaning in the writing and therefore purpose. This way, authors believe they are saying something worthwhile; otherwise, authors, especially FYC students, may believe they are merely parroting others, and worse still, that they are being dishonest.
Agency is relegated in favor of author-evacuated prose. But a happy medium may not be reached because authority demands a domain in which to have authority in, namely, the discourse community. To have authority in a discourse community is to have a shared lexis.
But instead of a conflict arising Elbow argues that the academic register will take care of itself if students are succeeding at engaging the declarative material The voice gives the writer a mode of exclusion.
It is only when students have a firm grip on the content can they deviate from mimicking the experts. Carter provides a helpful heuristic in terms of general knowledge versus local knowledge of writing It is only then that we can instill in students to anticipate future local writing contexts and constructs so to more aptly negotiate power relations in their favor.
One such way of negotiating power relations is via the use of what Johns calls anticonventionalism 68 in which members of a discourse community subvert writing practices, processes, and procedures genres in their given community of practice in their favor.
For the most complete information, check your campus library or writing center for the MLA Handbook for Writers of Research Papers, 8th ed. Each of these titles is available under a Creative Commons license (consult the individual text for the license specifics). Click on the title to view the chapter abstract and a downloadable PDF of the chapter. Download the Writing Roundabout eBook to understand the challenges involved in planning, drafting, revising, and editing your academic writing. III. Hiding in Plain Sight: The Problem of Authority for Academic Authors.
But as both Johns and Wardle warn, such authoritative moves can only be enacted by those who have established power within the community to begin with. They are the experts.
Coming full circle, where does that leave students and teachers in FYC? The answer may be found in doing two things. In such ways, students might start to engage in self-confident discourse. Case Study of a Student in a Rhetoric Ph. Berkenkotter, Carol and Thomas N.
Sumara and Sarah Clark. Clark, Irene, Dennis J.
Theory and Practice in the Teaching of Writing. New Conceptions of an Old Concept. How It Relates to Freshmen and Colleagues. Textual analysis for social research. Text, Role, and Context: Cambridge University Press, Ketter, Jean and Judy Hunter.
In The Rhetoric and Ideology of Genre. Penrose, Ann M and Cheryl Geisler.For this exercise, briefly search online for statistics, books, and articles on bullying.
(Remember to access scholary websites rather than Wikipedia, eHow, or initiativeblog.com) Then incorporate this information into the paragraph on bullying from the Directness Exercise..
How is the argument strengthened by the research? initiativeblog.com: Accessible Writing The EServer is a digital humanities venture, founded in and based in the College of LAS at Iowa State U, where writers, editors and scholars publish over 35, works, initiativeblog.com site is dedicated to clear, accessible writing in the humanities.
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More than any other character in the three plays, she casts serious doubt on Creon’s authority. *Withdrawals from the University or individual drops on courses cannot be processed within the last two weeks of a term.
**Two chair signatures are required: (1) Chair of the department where the course is offered and (2) Chair of the student’s major. Academic Writing In Summary The above discussion highlights the major distinctions of academic writing. SEO keyword density is a major online writing distinction.
Each of these titles is available under a Creative Commons license (consult the individual text for the license specifics). Click on the title to view the chapter abstract and a downloadable PDF of the chapter.