Academic Writing

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by Callan Hoff4 views·Updated Dec 11, 2021
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  1. Hello, my name is cal Inhofe,
  2. thank you to all fellow W. R. T.
  3. 105 students for taking the time out of their day
  4. to hear what I have to say about academic writing,
  5. I hope you find it interesting.
  6. I will briefly present two problems with it
  7. and then describe to solutions that can help solve those problems.
  8. The first problem I will present is that
  9. academic writing takes the personality and the U.
  10. Out of writing
  11. in their piece.
  12. Working languages,
  13. who we are matters in our writing Sarah P Alvarez
  14. amy Jae wan and Yoon Jae Sung lee examine relevant questions
  15. like how do I bring my own voice into academic writing
  16. and how does who I am matter in my writing.
  17. Writing in its best form can be a way for kids to discover who they are
  18. and what their voice sounds like.
  19. Academic writing prevents these amazing things from happening
  20. and instead causes writing to morph into a cold, objective style.
  21. It ensures that the students take their emotion out of their writing.
  22. The second problem is academic writings contribution to the marginalization of
  23. international students and minorities whose
  24. first language is not standard english
  25. also from working languages who we are, matters in our writing.
  26. This quotation encapsulates the type of harm academic
  27. writing can do in regard to s ell learners
  28. union often focused on following the rules of academic writing,
  29. mainly finding lexical and syntactical errors commas and article usage.
  30. She often sought to be read as objective and quote, unquote neutral
  31. subtracting her voice from her own writing was not difficult for Yoon Jeong
  32. given the prevalent focus on english proficiency
  33. and stigma surrounding international and immigrant generation,
  34. students like her.
  35. Yeah.
  36. Unfortunately while it is important to do pointing
  37. out the problems is the easy part,
  38. the hard part is figuring out how to make real permanent change.
  39. The first solution I will present is to change the structure of assignments.
  40. Include an option for writing assignments that lets the student right
  41. in their own voice and also encourage writing outside of assignments.
  42. What I specifically mean by this is for example,
  43. when a teacher assigns a prompt for an essay,
  44. whether it be a prospective peace or an argumentative paper,
  45. have the style of response to the prompt be open ended.
  46. If a student wants to write an academic paper,
  47. they should,
  48. if a student wants to write the paper in a mix of their native language and english,
  49. let them,
  50. if a student wants to write the paper in the same
  51. style that they text their friends for example very informal,
  52. let them do that as well,
  53. encourage them to express themselves in their writing and not to try
  54. and write as someone they aren't or to try and sound smart.
  55. The second solution which I only see being possible in
  56. the somewhat long term is to throw out the entire book
  57. completely remove the idea of academic writing
  58. from education and teach writing as something,
  59. everyone finds their own style and voice in
  60. what this might look like is from day one never have
  61. any parameters on a student's writing aside from a topic perhaps,
  62. for example,
  63. when a teacher is teaching a class a certain book
  64. as opposed to assigning a response paper after finishing reading
  65. a chapter or the entire book instruct the students to
  66. write about whatever they want pertaining to the book.
  67. Whether that might be what they learned from it or what they liked and
  68. didn't like or a character that spoke to them in a particular way.
  69. At least it will be written by the students as themselves,
  70. not trying to be someone they are not.
  71. I will now incorporate a piece of material from my own 105 class.
  72. As I was working on this final project,
  73. my instructor had us take 20 minutes and tried
  74. to illustrate our perspective relevant to our project.
  75. The picture here is what I came up with and the
  76. text I will read is what I wrote under the picture.
  77. Immediately after drawing it just sort of what
  78. I was feeling after drawing the picture.
  79. My instinct tells me to call this drawing the unprivileged traveler
  80. as I drew it. I thought about my journey through school
  81. and compared it to what I imagine it might have been
  82. like if I wasn't born into a middle class white family.
  83. It is hard for me to imagine
  84. partly because I don't have to,
  85. it must be so exhausting.
  86. Starting every race a few paces behind the start
  87. having to not only write the paper,
  88. but write it in an entirely different and foreign, perhaps to you language.
  89. Thus the name the unprivileged traveler.
  90. The traveler who's obstacles are numerous almost
  91. placed intentionally to hinder their path.
  92. The traveler must grow tired, must feel burnt out,
  93. discriminated against and unimportant.
  94. I commend the traveler for their perseverance and their grit.
  95. They are strong, stronger than I could ever imagine myself being.
  96. We must change.
  97. We simply cannot keep going the way we are.
  98. Why must the traveler face such obstacles?
  99. Why do we not help the traveler or at least help them as much as we help everyone else
  100. when we see their struggle in such plain sight,
  101. why must they go it alone? When it seems everyone else has each other
  102. Get alone, the traveler continues.
  103. Thank you very much for your time and I hope
  104. you enjoyed what I had to say and found it interesting