[Teaching_Composition] Academic language

Tue, 19 Sep 2006 14:42:37 -0500

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FYI,

=20

The Sept.-Oct. edition of Academe attacks some of the assumptions behind
that Academic Bill of Rights:  (1) the AAUP's concept of Academic
Freedom is not based on "epistemic relativism"; (2) there are "human
truths that  . . [can in principle] be challenged [i.e.,
math-Pythagorean theorem]; the undergraduate classroom is not a "public
square"; professors have no expertise that sets them apart from those
outside what Foucault calls the "discursive formation" [my vocab
here-sorry]. A

=20

=20

Both responses about the use of the word "myth" reveal caring, engaged
academics who seem primarily interested in introducing potential
initiates to an academic discipline. I thought their words showed both a
measure of precision and I would such discussions would be conducted in
such a manner. That being said, I think that we would do well to
remember that we have a responsibility to the discipline as well as to
the student.

=20

I am not sure that my feelings of discomfort as a student were totally
counterproductive. In fact, some of that discomfort caused me to probe
further. Growth, I suspect, is usually accompanied by some discomfort.

=20

Bernard Gallagher=20

=20

=20

.=20

=20

----Original Message-----
From: teaching_composition-admin@mailman.eppg.com
[mailto:teaching_composition-admin@mailman.eppg.com] On Behalf Of Kate
McKinney
Sent: Tuesday, September 19, 2006 1:46 PM
To: teaching_composition@mailman.eppg.com
Subject: RE: [Teaching_Composition] Academic language

=20

I believe that there are certain levels of potentially "offensive"=20

terminology that students, if they wish to participate in academic=20

discourse, just have to get used to.

=20

I do agree, however, that we should be careful with how we frame
academic=20

language. Students should know that academic language should be a tool
of=20

precision before power. Moreover, upon entering academic conversation a=20

student--the one bothered by "Christian myth," for instance--can choose
his=20

or her own language accordingly and even present his or her case for a=20

change in the discourse. We should teach that academic language is a
tool=20

fashioned by those who use it.

=20

Incidentally, I think the definition that the instructor provided for
his=20

concerned student ignored the more (albeit intellectually) reverant=20

connotation of the word "myth".  Myths, in the context provided here,
serve=20

to shape whole civilizations' cultural values--they are weightier than=20

"stories"...

=20

=20

>From: "Charles Nelson" <charles.p.nelson@gmail.com>

>Reply-To: teaching_composition@mailman.eppg.com

>To: teaching_composition@mailman.eppg.com

>Subject: [Teaching_Composition] Academic language

>Date: Tue, 19 Sep 2006 11:49:54 -0400

>=20

>Bill in his module writes, "Could admitting charged or offensive
discourses

>into the classroom be an opportunity to explore the role language plays
in

>reproducing hegemony?"

>=20

>One point that hasn't been really discussed is how academic language
works

>against religious conservatives in college. I remember once overhearing
an

>instructor explain to a student who apparently was a Christian outside
of

>class that "myth" didn't mean false but rather it referred to
historical or

>legendary stories that couldn't be documented. The problem with this

>response is that the average person automatically associates "myth"
with

>false or fictitious, and I doubt that even scholars who use the term
escape

>from this cultural association.

>=20

>We can probably think of other such words, but I wonder how aware we
are of

>how what we consider innocuous or appropriate vocabulary might actually
be

>offensive to different populations of students. Do we, or can we,
discuss

>any charged issue without using language that automatically privileges
one

>group and disadvantages another? Do we reflect on the vocabulary we use

>with

>our students and attempt to find, as much as possible, terms that don't

>bias

>the discussion?

>=20

>Charles Nelson

=20

=20

_______________________________________________

Teaching_Composition maillist  -  Teaching_Composition@mailman.eppg.com

http://mailman.eppg.com/mailman/listinfo/teaching_composition

=20

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<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>FYI,<o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'><o:p>&nbsp;</o:p></span></font></p>

The Sept.-Oct. edition of Academe attacks some of the
assumptions behind that Academic Bill of Rights: &nbsp;(1) the =
AAUP&#8217;s
concept of Academic Freedom is not based on &#8220;epistemic =
relativism&#8221;;
(2) there are &#8220;human truths that &nbsp;. . [can in principle] be
challenged [i.e., math-Pythagorean theorem]; the undergraduate classroom =
is not
a &#8220;public square&#8221;; professors have no expertise that sets =
them
apart from those outside what Foucault calls the &#8220;discursive =
formation&#8221;
[my vocab here&#8212;sorry]. A<o:p></o:p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'><o:p>&nbsp;</o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'><o:p>&nbsp;</o:p></span></font></p>

Both responses about the use of the word &#8220;myth&#8221; =
reveal
caring, engaged academics who seem primarily interested in introducing
potential initiates to an academic discipline. I thought their words =
showed
both a measure of precision and I would such discussions would be =
conducted in
such a manner. That being said, I think that we would do well to =
remember that
we have a responsibility to the discipline as well as to the =
student.<o:p></o:p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'><o:p>&nbsp;</o:p></span></font></p>

I am not sure that my feelings of discomfort as a student were =
totally
counterproductive. In fact, some of that discomfort caused me to probe =
further.
Growth, I suspect, is usually accompanied by some =
discomfort.<o:p></o:p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'><o:p>&nbsp;</o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>Bernard Gallagher <o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'><o:p>&nbsp;</o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'><o:p>&nbsp;</o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>. <o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'><o:p>&nbsp;</o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>----Original Message-----<br>
From: teaching_composition-admin@mailman.eppg.com
[mailto:teaching_composition-admin@mailman.eppg.com] On Behalf Of Kate =
McKinney<br>
Sent: Tuesday, September 19, 2006 1:46 PM<br>
To: <st1:PersonName =
w:st=3D"on">teaching_composition@mailman.eppg.com</st1:PersonName><br>
Subject: RE: [Teaching_Composition] Academic language</span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'><o:p>&nbsp;</o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>I believe that there are certain levels of potentially
&quot;offensive&quot; <o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>terminology that students, if they wish to participate in =
academic <o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>discourse, just have to get used =
to.<o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'><o:p>&nbsp;</o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>I do agree, however, that we should be careful with how we frame
academic <o:p></o:p></span></font></p>

language. Students should know that academic language should be =
a tool
of <o:p></o:p>

precision before power. Moreover, upon entering academic =
conversation a
<o:p></o:p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>student--the one bothered by &quot;Christian myth,&quot; for
instance--can choose his <o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>or her own language accordingly and even present his or her case =
for a <o:p></o:p></span></font></p>

change in the discourse. We should teach that academic language =
is a
tool <o:p></o:p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>fashioned by those who use it.<o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'><o:p>&nbsp;</o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>Incidentally, I think the definition that the instructor =
provided for
his <o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>concerned student ignored the more (albeit intellectually) =
reverant <o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>connotation of the word &quot;myth&quot;.&nbsp; Myths, in the =
context
provided here, serve <o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>to shape whole civilizations' cultural values--they are =
weightier than <o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&quot;stories&quot;...<o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'><o:p>&nbsp;</o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'><o:p>&nbsp;</o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;From: &quot;Charles Nelson&quot; =
&lt;charles.p.nelson@gmail.com&gt;<o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;Reply-To: <st1:PersonName =
w:st=3D"on">teaching_composition@mailman.eppg.com</st1:PersonName><o:p></=
o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;To: <st1:PersonName =
w:st=3D"on">teaching_composition@mailman.eppg.com</st1:PersonName><o:p></=
o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;Subject: [Teaching_Composition] Academic =
language<o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;Date: Tue, 19 Sep 2006 11:49:54 =
-0400<o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;<o:p>&nbsp;</o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;Bill in his module writes, &quot;Could admitting charged or
offensive discourses<o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;into the classroom be an opportunity to explore the role =
language
plays in<o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;reproducing hegemony?&quot;<o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;<o:p>&nbsp;</o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;One point that hasn't been really discussed is how academic
language works<o:p></o:p></span></font></p>

&gt;against religious conservatives in college. I remember once
overhearing an<o:p></o:p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;instructor explain to a student who apparently was a =
Christian
outside of<o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;class that &quot;myth&quot; didn't mean false but rather it
referred to historical or<o:p></o:p></span></font></p>

&gt;legendary stories that couldn't be documented. The problem =
with
this<o:p></o:p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;response is that the average person automatically associates
&quot;myth&quot; with<o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;false or fictitious, and I doubt that even scholars who use =
the
term escape<o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;from this cultural association.<o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;<o:p>&nbsp;</o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;We can probably think of other such words, but I wonder how =
aware
we are of<o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;how what we consider innocuous or appropriate vocabulary =
might
actually be<o:p></o:p></span></font></p>

&gt;offensive to different populations of students. Do we, or =
can we,
discuss<o:p></o:p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;any charged issue without using language that automatically
privileges one<o:p></o:p></span></font></p>

&gt;group and disadvantages another? Do we reflect on the =
vocabulary we
use <o:p></o:p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;with<o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;our students and attempt to find, as much as possible, terms =
that
don't <o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;bias<o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;the discussion?<o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;<o:p>&nbsp;</o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>&gt;Charles Nelson<o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'><o:p>&nbsp;</o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'><o:p>&nbsp;</o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>_______________________________________________<o:p></o:p></span>=
</font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>Teaching_Composition maillist&nbsp; -&nbsp;
Teaching_Composition@mailman.eppg.com<o:p></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'>http://mailman.eppg.com/mailman/listinfo/teaching_composition<o:p=
></o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
style=3D'font-size:
10.0pt'><o:p>&nbsp;</o:p></span></font></p>

<p class=3DMsoPlainText><font size=3D2 face=3D"Courier New"><span =
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