Lindsey Resto
APLING 623
Critique Week 6
Critique of “Basis Writing and the Issue of Correctness, or What to do with
‘Mixed’ Forms of Academic Discourse”
If I wrote this entire critique in African American Vernacular and submitted it
to a (nameless) University English Writing 101 Course for grading, would I get an A?
Although it is entirely possible that I would come across a progressive professor
who is intrigued by my bold submission, it is more likely that it would be returned
to me with a lot of nasty red ink to identify my grammatical “errors.” Honesty, I
would probably have done the same thing if I were the professor. Ok, fine… to be
completely honest, I have done this (earlier in my career) to students of mine (in the
prison) who are not familiar with the writing conventions of Standard English. Like
traditional classrooms, the student groupings in prison are heterogeneous, so a
writing class may be comprised of students with various linguistic and cultural
backgrounds, and an even wider variation of academic experience.
In her article “Basis Writing and the Issue of Correctness, or What to do with
‘Mixed’ Forms of Academic Discourse” Patricia Bizzell explores the impact of a
teacher’s expectation of a student’s ability to produce written submissions utilizing
academic discourse. Bizzel summarizes one of her own earlier works and critiques
her initial argument that a hybrid academic discourse should be acceptable. She
challenges her own use of the term mixed discourse in favor of hybrid to focus on the
blending of various discourses rather than the implied independent parental notion
implicit in the term hybrid. Bizzel voices concern that writers who use a nontraditional writing style that does not meet the standards of the accepted academic
Lindsey Resto
APLING 623
Critique Week 6
discourse are placed in remedial classes to address their perceived academic
deficiencies (Bizzel, p.5). The visible red markings on their “corrected work”
become an expectation of the student and a validation that what s/he has learned is
incorrect and unacceptable.
Sadly, the student is partially correct. The use of a non-standard discourse
has not yet been accepted in the world of academia. There are expectations on how
a person should write and what style a student or academic should use. A
dissertation written in a non-standard language format may be deemed unsuitable
by advisors, so students conform to the expectation that is placed upon them. The
increase in communication resultant from the growing media and the rapid
expansion of technology have brought various communication forms, styles, and
languages together in a way that has not been done with such rapidity.
It is also important to note that 100 years ago, those who did not
communicate within the accepted academic discourse would not have found
themselves rising to the level of college entry, so they would not be placed in the
English Writing 101 class noted at the beginning of this paper. Bizzell reminds her
readers that “more people who are not white males of the upper social classes are
gaining access to post-secondary education and to positions as post-secondary
teachers and scholars (Bizzell, p.9).” Therefore it would be unfair for teachers to
expect all students to be proficient in such a discourse that they have not had the
opportunity to learn.
As an academic, I agree with Bizzell’s argument….for other students.
Personally, I have always appreciated the rules and regulations I learned in my
Lindsey Resto
APLING 623
Critique Week 6
earlier English classes. I learned how to write a paper with an introduction, a body,
and a conclusion. I learned that to begin a sentence in the passive voice removed
the power from the subject and “just didn’t sound right.” A lot is two words, not alot.
Bizzell argues that in the modern world of academia students should be encouraged
to experiment with using a mixed discourse (Bizzell, p.6), and I agree with her.
However, I also find comfort knowing that there is a structure in place to help me
learn what is socially and academically accepted as correct. Perhaps I should have
attempted to write this paper in Black English vernacular.
References
Bizzell, Patricia. “The Ethos of Academic Discourse” (Yahoo Reading)
Bizzell, Patricia. (2000). “Basis Writing and the Issue of Correctness, or What To
Do with ‘Mixed’ Forms of Academic Discourse” (Yahoo Reading)