enrose and Geisler studied two students writing about the same topic. Janet and Roger wrote their papers on Paternalism in two very different ways, despite the criteria for the paper being exactly the same. It’s important to note that while Janet was an outsider to this discourse community, Roger was not. He had a very clear advantage.
The goal of Penrose and Geisler’s experiment was to see “How the lack of authority shapes the writing and reading practices student adopt.” The reader is taken along throughout both students thinking and writing processes. It’s very clear early on, Roger is aware that the texts and knowledge claims he cites in his paper are negotiable. He explores ideas, rejects claims, and even changes his mind multiple times throughout his writing. Additionally, he uses controversies between the authors he cites to develop his own claim, idea, or position.
Janet on the other hand, only searches for facts to prove that one author she is citing is “correct”. She doesn’t question anything. She hides and takes a back seat in her writing. We don’t ever hear about what Janet has to say. In her effort to find the facts, she leaves out information in her paper that doesn’t fit with what she is trying to convey in her writing. Additionally, she creates undisputed facts to fit a particular authors narrative. This shows how although Janet takes no authority in her writing, she is still trying to convince her reader that she knows what she’s talking about. So, is she a trustworthy author?
With this information, Penrose and Geisler admit that Janet’s strategies seemed more “expert”. However, they also recognize how this was not ever reflected in her writing. Although Roger changed his mind a few times and took a more non-traditional route, he remained true to himself in his writing. He showed his readers how although he is familiar with the subject matter, he is still always learning, always questioning, and always changing his stance on arguments. He is the definition of a trustworthy author.
Penrose and Geisler don’t blame Janet for her approach with her writing. They blame it on her unfamiliarity with the subject matter as well as the way schools and education often discourage students to take personal authority. So, how do we teach students to have authority in their writing? For starters, we must encourage them and remind them that there is always room for their voice or their authority. Additionally, teachers may encourage their students to participate in class discussion and perhaps even choose the topics they want to learn about. These are only a couple ways to ensure students are in control of their own learning and eventually take authority in their work.
Leave a Reply