Shifting Disciplinary Gears as Student Writers

These may have seemed petty or just pet peeves to my students, but I would not tolerate this sort of framing in student essays about literature:

Emily Dickinson says, “Because I could not stop for Death — /He kindly stopped for me –.”

William Shakespeare is often quoted as saying “brevity is the soul of wit.”

In the first example, I would note that poems have speakers, some personae that may or may not be the poet. I encouraged students to take great care to identify “speaker” if a specific voice isn’t identified in the poem along with nudging them to avoid the lazy “say” verb choice.

The second example is far more vexing since it makes the same error (the line is spoken by Polonius in Hamlet, and is not Shakespeare expressing a pithy idea); however, it is far more flawed since the phrase absent the context of the character speaking and the play itself allows people to completely misrepresent the line as a truism — instead of acknowledging that it is a hollow claim of a blowhard.

What I was teaching students included a couple of broad and narrow lessons about writing: one, broad, captures the need for precision in writing that is far more nuanced than what many expect in speaking, for example, and two, narrow, teaches some of the nuances of writing in the discipline of literary analysis.

It is at that second and narrow lesson I want to focus on some of the strategies connected with helping students develop a toolbox as writers that supports them shifting gears among different disciplines.

For example, let’s think about how students must navigate (too often without explicit instruction) the conventions of the humanities (writing in English or history courses) and the conventions of the social sciences (writing in psychology, sociology, education).

Two ways we fail students in those contexts include laying almost all of writing instruction at the feet of English teachers (K-12) and first-year writing instructors (as a one-shot inoculation), and then focusing too narrowly on the mechanics of citation style sheets (MLA, APA, Chicago, etc.) instead of the broader approaches to writing in the disciplines that those styles support.

In all of my courses — first-year writing, foundations education, upper-level writing/research, graduate — I require extensive writing assignments, and students consistently demonstrate a lack of awareness about disciplinary expectations for writing. Primarily, they come to writing assignments with literary analysis and MLA “rules” that they impose on all types of writing.

Therefore, some of the nuances I must address include the following:

• In the humanities, source-based writing tends to focus on textual analysis of a primary source supported by secondary sources. Writing in the social sciences rarely involves textual analysis (except when including critical discourse analysis), but asks the writer to synthesize bodies of research to address key topics or questions.
• Therefore, writing in the humanities often explicitly identifies authors and titles directly in the flow of sentence and discussions: “In her ‘Vesuvius at Home,’ poet Adrienne Rich explains, ‘But of course Dickinson’s relationships with women were more than intellectual.’” As well, writers in the humanities may explore one source at a time (both primary and secondary) to make a larger case about the primary source being addressed (for example, Rich examining the poetry of Dickinson).
• However, writing in the social sciences synthesizes patterns of claims and conclusions across several sources, and thus, authors and titles rarely appear in the flow of sentences with attributions mostly parenthetical or in end/footnotes: “For this volume on comic books, then, interrogating the medium in the context of race is extremely complex because comic books are a significant subset of popular culture (increasingly so with the rise of superhero films based on comic books throughout the late twentieth and into the early twenty-first centuries), which necessarily both reflects and perpetuates all aspects of the culture it serves — including bigotries such as sexism, racism, classism, jingoism, and homophobia (McWilliams, 2009; Rhoades, 2008a, 2008b; Singer, 2002; Thomas, 2010; Wright, 2001).”
• In the context of the second and third bullet, then, students must confront that writing in the humanities often requires direct quoting, but writing in the social sciences prefers synthesis (often oversimplified as paraphrasing*). Here, there are disciplinary contexts for how a writer supports claims that contradicts most students’ belief that all writing requires quoting.

These problems for students as writers and for teachers of writing also complicate my argument against templates and my commitment to students choosing their type of essays and topics.

Since writing and teaching writing are extremely complicated, then, I want to end here with how I have organized my upper-level writing/research course around commitments to scaffolding assignments, student topic choices, and supporting students as writers confronted with a variety of writing modes and disciplinary expectations.

Students have three major writing assignments — annotated bibliographies (sources that serve as the foundation for their scholarly essay), a major scholarly essay on an educational topic of their choice, and a public commentary incorporating hyperlinks for support and addressing the same topic as their scholarly essay but for a lay audience.

After students gather evidence that an educational topic has been covered often in the mainstream media, they choose that topic to investigate the research base, producing 8–10 annotated bibliographies of high-quality sources. In this process, students practice evaluating sources and also refine their skills in APA formatting (focusing on the bibliographies).

After they submit the first draft of the annotated bibliographies, we discuss how social scientists write, contrasting that to their humanities/MLA assumptions (addressed above). In a class workshop format, I then ask them to revise the annotations (and edit the bibliographies) by focusing on discussing the content of the research, and not announcing authors and titles. For example, a first draft includes: “DeLeon suggests that the archetype of the “urban” criminal stems from colonial portrayals of African Americans, which sought to paint a picture of savage, uncivilized peoples.” Then revised as: “The archetype of the ‘urban’ criminal stems from colonial portrayals of African Americans, which sought to paint a picture of savage, uncivilized peoples.”

The major scholarly essay challenges them next in several ways. The recommended structure includes the following: a personal narrative or narrative opening (supported by Robert Nash’s Liberating Scholarly Writing: The Power of Personal Narrative), a section applying critical discourse analysis to several media reports on an educational topic (requiring them to analyze text and quote, similar to their humanities background), a section that is a mini-literature review of the research on the topic of choice (requiring them to write as a social scientist, synthesizing their annotated bibliographies, and practice the nuances of APA citation), and a closing (introducing them to the concept of framing, in which they return to their opening narrative in order to frame their essay focus — either that the media misrepresent or credibly represent the topic they chose).

The scholarly essay demands that students shift modes and investigate purpose as writers; the assignment is not prescriptive or narrowly prompted, but it is structured while also being demanding (although each student and I discuss how to revise that initial plan if the topic demands a different approach).

After drafting a scholarly essay using formal citation, students then condense what they have discovered into a much briefer (750–1250 words) commentary that incorporates hyperlink support and addresses a lay audience. Here, students must reconsider diction and sentence formation while also being more selective about using evidence. On that last point, we discuss the need to use individual examples that are accurate reflections of generalizations; in other words, focusing on one source but being careful that it fairly represents the body of research they have examined in their scholarly work.

This process, I think, helps represent how complex both writing and teaching writing are. Further, it shows that we serve our students best by avoiding writing assignments and instruction that oversimplifies the writing process and products (not asking students to write a narrative, but inviting them to integrate the narrative mode in service of a larger cohesive essay, genre, and discipline).

Where templates and prescription fail, we must seek ways to provide structure and scaffolding so that students can have multiple experiences shifting disciplinary gears as writers.

* Students admit that they have tended to use a passage from one source at a time and paraphrased by looking up synonyms one word at a time in that passage.