Academic Discourses, Small Boats on a Big Sea, OR The Power of One?

While I read for this week and pondered the contents of the assigned reading(s), I was, once again, reminded of the students that I teach, and the pedagogy that my students are witnesses to. Late last night I was correcting a rough draft submitted by one of my students, and, quite frankly, I was shocked. I had a most difficult time believing that the undernourished writing assignment was the work of a perceived ‘better student.’ However, as I was reveling in my shock, I was reminded that English 101 should be taught as a process and not an assumed product that all students have. I should embrace the draft that was submitted, and not let it alter my perceptions of my student. This was also a re-affirmation that “whether by intent or default, we have centralized in our conversations a default view of what can be sanctioned as good writing, a view that has functioned ultimately to tether, rather than enable an evolving discussion” (Royster 24) I look forward to the task of assisting this student, and helping him increase his writing level and awareness.

Now that I am able to define myself as an educator, it is more important than ever that I am able to identify the different discourses provided to me by my students and create a bridge allowing them to write along the academic highway. I see evidence, daily, that “the academic community is changing, however, and becoming more diverse,” (Bizzell 2) which is why I feel that it is the power of one and not a small boat that will lead us to the change that Royster refers to. Instructors, and educators alike, all posses the ability to make impacts in academia through their individual research, and their interactions with their students, however, “the mandate is to [continually] search for ways to connect, for ways to engage masterfully.” (Royster 29)

I appreciate very much that current academic discourse is ‘the language of a human community,’ I would just like to continually find ways to maintain the bridge between myself and the different types of discourses I come into contact with. These 'mixed' forms of discourse, have me fascinated with attempting to understand my students through "their personal, social, institutional, and public locations" (Royster 26), and how they are all very telling of the student and their writing. I only hope that the power I posses will assist in stronger writing literacy for my students.