precis #3

Angelica Lopez
Prof. Boland
English 329
March 3, 2009
Précis #3
In the reading from “Inventing the University”, Bartholomae addresses the issues that many basic writers have. Bartholomae goes over many examples of written essays in order to show where the students are lacking. He begins by saying that students “have to invent the university by assembling and mimicking its language, finding some compromise between idiosyncrasy, a personal history, and the requirements of convention, the history of a discipline” (pg. 511). When asked to write about a specific topic the student must be able to speak the language of his/her audience. The author points out that it is difficult for students to do this. It is difficult for students to switch from their everyday language to academic language. Other characteristic slips that basic writers have are taking on the role of the speaker. Sometimes students take on the role of a teacher; the student speaks from a higher status point of view. This is what creates the problem of audience awareness. The student either speaks to his audience as “in the privileged language of university discourse—or, in default, he can speak to us as though we were children, offering us the wisdom or experience” (pg. 514). The writers should be able to switch from an insider and outsider point of view. Many writers are not aware of the knowledge of their audiences. Bartholomae believes that beginning students need to learn “to extend themselves into the commonplaces, set phrases, rituals, gestures, habits of mind, tricks of persuasion, obligatory conclusions” (pg. 516) in order to write in various branches of the academic community.
As a student/basic writer I feel like I’m dealing with some of the same problems that Bartholomae addresses in the reading. Of course my writing has improved over the years but it’s still difficult to reach “academic” conclusions at the end of my papers. In high school I felt like my teachers just expected me to memorize other than comprehend. I believe that this is one of the principal issues in the secondary classrooms. Students also have difficulty attempting to write in academic language. At the middle school that I work at teachers have developed sentences which they call “academic language”. When doing certain assignments the students are asked to answer with an “academic language” sentence. I think this is a great way to introduce the kids to the transition of everyday speech to academic speech.
Bartholomae, David. “Inventing the University.” Literacy: A Critical Sourcebook. Cushman, Ellen. et al. Boston: Bedford/St. Martin’s, 2001. 511-524.