Ethics and Language Diversity


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Ethics and Language Diversity

  1. 1. Ethics in the UWC: linguistic diversity, “good writing,” graduate students, and your consulting<br />April 14, 2010<br />UWC Staff Training<br />Droz, Jung, Lee, Massengale, and Wulf<br />
  2. 2. Ethical Guidelines: “What do I do?”<br />Ethics: how we decide what to do in difficult situations. <br />Interpersonal Ethics: deals with the relationships between people we work with<br />Writing Ethics: deals directly with students’ papers<br />
  3. 3. Interpersonal Ethics<br />Consultant-Student<br />Consultant-Professor<br />Consultant-Consultant<br />
  4. 4. Who decides what is acceptabble?<br />Censorship<br />(Whose cultural standards<br /> apply?)<br />Plagiarism <br />(Sharing or stealing?<br />(Who owns ideas?)<br />Voice <br />(Whose? What happens to identity?)<br />
  5. 5. Language and Cultural Diversity in the Writing Center<br />
  6. 6. Writers’ Expectations<br />Established Voices & Identities<br /><ul><li>L2* writing instruction & L1 identity
  7. 7. Even in the USA, we have differences in cultural identity and ways of expressing them.</li></ul>*L1 is first language; L2 is second language<br />
  8. 8. Writers’ Expectations<br />Cultural Conflicts<br /><ul><li> Interactional Style
  9. 9. Includes interpersonal space, how to ask questions, what the tutor or student is supposed to do or not do, when to interrupt, who gets to talk most . . . All that and more</li></ul>Consultants are authority figures; they should answer questions, teach, and solve problems.<br />
  10. 10. Writers’ Abilities<br />Deaf or Blind Students<br /><ul><li>Resistance to “hearing” & “speaking” metaphors</li></ul> - “audist” verbs like “I hear you” to mean “I understand.”<br /><ul><li>Extension to Blind Students </li></ul>-“visual” verbs like “I see what you mean”<br />Mobility Constraints<br />Learning Disabilities (learning styles)<br />
  11. 11. Defining Grammar<br />Descriptive Grammar<br />Describes what speaker actually do<br />Respect cultural, ethnic, racial, and sexual diversity reflected in language use. <br />Prescriptive Grammar<br />The rules that tell writers (and speaker) what they should do and should not do<br />Standard English – “a dialect with army”<br />Does the writing center promote Standard English? Is that the writer’s decision?<br />
  12. 12. Range of Grammar<br />
  13. 13. “Good” for American Academics?<br />So-called<br />“Good Writing”<br />
  14. 14. Topic Sentences<br />Assumptions<br />Functions<br /><ul><li>Provide transition
  15. 15. Suggest the organization of the paragraph
  16. 16. Present a topic</li></ul>Influences<br /><ul><li>Rhetorical purposes
  17. 17. Author’s preferences
  18. 18. Publication type</li></li></ul><li>Cohesion/Coherence<br />Cohesion<br /><ul><li>Connected ideas
  19. 19. High-scoring essays
  20. 20. Low-scoring essays</li></ul>Coherence<br /><ul><li>Resistance to prescriptive approaches to writing
  21. 21. Interference of the mechanics</li></li></ul><li>CAUTIONS about “Good Writing”<br />Avoid:<br />Repeating maxims and platitudes about “good writing” practices <br />Imposing your personal interpretation of “good writing” or your style on clients<br />Do:<br />Respect the diverse effective choices clients make in their writing <br />Inform clients about their options<br />Respect the teacher’s requirements for an assignment <br />
  22. 22. Working with <br />Graduate Students <br />
  23. 23. [1] Elaborative: self-expression<br />[2] Low self-efficacy: doubt in their abilities<br />[3] No revision: resistance of revision<br />[4] Intuitive: visualization of the scheme <br />[5] Scientist: reliance on a well-formulated plan for writing<br />[6] Task-oriented: adherence to the rules with little opportunity for self-expression<br />[7] Sculptor: propensity to get it all out in a rough draft, and then to go back and refine<br />An Inventory of Processes in Graduate Writing <br />
  24. 24. 5 Ways Clients Resist Advice<br />1. Cite Resource Difficulty<br />2. Assert Own Agenda<br />3. Invoke Authority<br />4. Act Irrational<br />5. Minimize Import of Advice<br />