Reflective Argument

Reflective Argument

In our English 3010 intermediate writing course we have covered a wide range of topics that have essentially centered on two main concepts, discourse communities and writing expertise. The goal of these topics being to firstly, introduce us to this concept and secondly, to get us to truly understand how writing varies from not only our social environments but also but also in our professional and academic environments. Once this understanding was gained then a true appreciation for the different writing styles and techniques in the various environments could come about. This understanding that is gained on how various disciplines or professions write and communicate knowledge was translated into our extended writing project.

There were various concepts that needed to be learned in order to complete the project. These concepts include writing expertise, discourse community, genre, Discourse, literary review, problem statement and research questions. We have learned about these concepts concerning the course through different methods that have required us to think about how these concepts are important. The first method required us to read the assigned reading and conceptualize the topic so that we could understand it. One other method that has been used is group discussion; the purpose being to help facilitate greater understanding of the concept by bouncing ideas off of your peers. Another method was listening to video lectures, these lectures focused on one topic and helped to “cover the bases” by reiterating the topics in greater detail and giving any insight on the concept that may have been missed. All of these methods were for the purpose of preparing us for our extended writing project.

We learn about writing expertise first. Our readings from Ann Beaufort help to cement the concept of writing expertise. Writing expertise is having the knowledge of which style, diction, structure and other tools are necessary for writing efficiently in your discourse community. Next, Our readings from John Swales and Ann Johns help cement the idea of what a discourse community truly is; which are groups of people who are connected by common goals, values, ideas, etc. These communities can be of social, political, recreational, academic and professional in origin. Charles Bazerman describes genres as “forms of life, ways of being … [that] shape the thoughts we form and the communications by which we interact” (Bazerman 19). Basically genres are written forms of communication that is used for communication between members in a discourse community. The last two concepts that are vital to the extended writing project are introduced to us by Merriam which are problem statement and research questions. A problem statement informs the audience about what challenging or perplexing issue you wish to address. Research questions function to help explain to the audience “explain specifically what your study will attempt to learn or understand” (Merriam 60).

The steps that were included for the creation of the extended writing project was as follows; choose a discourse community and come up with a research proposal that included a problem statement and research questions. The next step was to find contacts in that discourse community and conduct an interview with them to gain more information on the discourse community, while obtaining three genres from the contact that are used in the community. Following that was an analysis of the three genres collected, which resulted in the data collection report. Then was the online resource project which required us to take all that we had learned about the discourse community and present it in a way that someone who is interested in the community could benefit from it. We had to inform them of what type of writing expertise would be needed in the field and also what other tools would be needed for success.

For the first step of my project, I had to come up with a research proposal. The creation of the research proposal required several steps. I had to figure out which discourse community I wanted to focus on and what aspect of that community I wanted to know more about that wasn’t already known to me.  I looked at a discourse community that I was already a part of, which for me was the Nutrition Department at Wayne State University. I had to then relate that aspect of the community back to concepts we learned from class; I focused mainly on discourse community, genres and writing expertise. To formulate my problem statement I had to ask myself what I was curious about in the discourse community and then look at how I could relate it to what we have learned so far. In doing that my problem statement became; how does the use of genres in this field play a role in one’s success? Centering on the problem statement was a series of questions that related to the problem statement that helped to narrow the focus on what I really wanted to study in the discourse community: What genres are used in this field? How are they beneficial? What types of interactions occur in this field? How do they affect one’s success?

The purpose of the research proposal was to pitch our idea for our project. So the essential components of the proposal were the problem statement and the research questions. Its function was to help create an outline for the project. My final draft of the research proposal clearly states what the problem statement is in a clear and concise manner and also relates back to the main concepts of the class, discourse communities, genres and writing expertise. The proposal also gave a summary of the ideas that we had learned about at that point in the course with references made to the source of the information. The wording contains terms that are specific to the content of the class but it also provides explanation in case the audience is not familiar with some of the meanings.

The proposal presents the information in an organized fashion by first presenting the ideas covered in the class, in the order that they were introduced in the class. The last concepts that are covered are the ones relating to problem statement, literary review and also research questions. Then following that is the proposed problem statement and set of research questions. In the conclusion of the research proposal is an explanation as to how these concepts are tied together. An example of this is “Writing expertise and discourse communities are connected in the fact that writing expertise helps one “communicate to an audience of readers in a given discourse community” (Beaufort, 10). The relationship between discourse communities and genres is that genres are properties of discourse communities.”

The data collection report consisted of an analysis of the three genres collected from the specific discourse community that was studied. From the Nutrition Department I collected a total of six genres. Those included a manuscript, a nutrition brochure, a grant application, a syllabus, a protocol form and a seminar presentation. From these six I tried to choose three that communicated to a different audience. The nutrition brochure communicates general information to the general public (EXPLAIN HOW) but mainly communicates to students of the university who are in no way affiliated with this community. In my data collection report I explain this further by stating “In the nutrition brochure there contains information pertaining to the department and some of its accomplishments… In it are different types of research opportunities that take place in the labs and the different paths that you can go onto with this program.” The manuscript communicates to the scientific community. This is evident from the content and also the length of the genre. I note in my data report that “The manuscript contains data from various experts of their results from their experiments and research… This genre is very long and contains various graphs and charts. The length of the manuscript is to be expected since this is the publishing of usually several months or even years of research.” Finally the protocol form is solely used for communicating with students who are already apart of this discourse community.

Once I decided on which genres to use, I then had to examine each and determine how they exhibited certain characteristics. These “characteristics” were the categories that formed the headings in the report. These included rhetorical and other textual features, function, subject matter knowledge and discourse community attitudes and values. In order to fill these heading with content I had to once again consult our textbook The Wayne Writer, to assist me in what was necessary to analyze these genres. What I found was that the concept of scene and situation as they pertain to different genres is necessary because it aids you in making sense of the genre. Also other concepts that need to be considered when analyzing genres include content, format, structure, tone, patterns, and various others.

In the data collection report the content was very organized. It contained various headings that informed the reader what the paragraph was going to cover. The report also makes various claims about each of the genres and then gives proof from the genre itself to back up the statement made. An example is when I state, “The next section is the “introduction” here background information is given on the topic being studied. In the “methods” section the data is explored in depth and various facts and figures are stated. An example of the type of sentences found in this section is ‘Thus, 4 groups were formed: HF control (HF; n=10), HF diet with FBCx (HF-FBCx; n=11), LF control (LF; n=10), and LF diet with FBCx (LF-FBCx; n=11)’.”Any terms used in the report that are specific to the discourse community is explained so that the audience is not left wondering at its meaning.

For the online resource project, there were two parts that needed to be completed; first, the cover letter and then the actual online presentation piece. In preparing for the cover letter I first thought about all of the concepts that we had covered in the class and which ones were essential to my project. Then in order to make a connection between the writing concepts and my findings I had to first use the tools provided to me from The Wayne Writer textbook on analyzing genres. I had to look at the function of the genre, the audience, the structure, the style and other aspects. Next I considered how to take my findings and make a connection for someone who would be interested in joining this community.

For the online presentation part of the assignment I had to consider essentially the same issues as for the cover letter with some minor differences. I had to consider which medium for the presentation would be best. That meant taking into consideration which option was best for me, seeing as I was going to have to be the one to create the presentation I needed a resource that could be comfortable with. I also had to think about which online resource could organize the information in a way that best highlighted my findings. For me that resource was PowerPoint.

In the cover letter the content is organized in the sense that it begins with an introduction followed by a bit of background information on the project and ends with a conclusion. The conclusion does tie the findings from the project to those who are interested in this discourse community. An example of this from the cover letter is “In order to become successful in this field it is helpful to study up on how to write in this fashion so that members of your discourse community and others related to it can understand and appreciate your work.” The cover letter also effectively closes any remaining gaps that there might be in the readers mind by making sure to answer the research questions.

For the online presentation the style used in the PowerPoint presentation helps to give it a professional feel to it with cool earth tones, not bright flashy colors to distract readers from the content. Also the slides are organized in a structured manner. They start with introducing the purpose behind the project, then leads into the problem statement and research questions. Following that are the findings and conclusion. The wording used in the presentation does use certain terms without giving an explanation on them, but instead the explanation is given in the cover letter.

Looking at the various writing assignments that have contributed to the extended writing project the overall purpose of each was satisfied. However in each there is room for improvement. In each assignment the connection of my findings to those who would benefit from this information could be a bit stronger. Also the explanation of different content in each assignment needs to be a bit clearer in its message. These assignments have contributed to a deeper understanding of my discourse community and also a deeper appreciation for the differences that appear in writing styles and techniques that may be present in other discourse communities.

ORP Problem-Solving Reflection (cover-letter)

Cover Letter

Various writing techniques and concepts have been addressed from different sources throughout the course. Some of these techniques include; writing expertise, discourse community, genre, discourse, problem statement, etc. In our exploration of various discourse communities these concepts have added to our overall understanding of the community and how the concepts are utilized. My journey into the Nutrition Department to discover how these writing concepts were tied into this field led me to acquire three genres that are of great importance to the community. These genres were a nutrition brochure, a manuscript and a protocol form. In my analysis I discussed the function of each and how they benefitted the community’s communication networks. In order to make a connection between the writing concepts and my findings I had to first use the tools provided to me from The Wayne Writer textbook on analyzing genres. I had to look at the function of the genre, the audience, the structure, the style and other aspects.

For this project I looked at a discourse community that I was a part of and that I also wanted to find out more information about, which for me was the Nutrition Department at Wayne State University. We learned from John Swales and Ann Johns that discourse communities are groups of people who are connected by common goals, values, ideas, etc. It is from Charles Bazerman that we learn that genres are written forms of communication that help set the tone for the type of communication that occurs between members of a discourse community. Genres enable discourse communities to help express various concepts, ideas, values, etc. to members of the community and even members who belong to other communities.  For further development of project I looked at the fact that discourse communities use genres to formulate my problem statement; how does the use of genres in this field play a role in one’s success?

This problem statement addresses the gap in knowledge on what contributes to someone’s success in this field. Following a problem statement are research questions. These questions help illustrate what the author considers to be the most important factors to study. According to Merriam research questions also “explain specifically what your study will attempt to learn or understand” (60). My research questions are as follows: What genres are used in this field? How are they beneficial? What types of interactions occur in this field? How do they affect one’s success?

The methods used to learn about this discourse community were interview with contacts in the discourse community and an analysis of the genres used in the community.  Since the interviews were conducted with members who are associated with the academic side of nutrition (researchers and professors) their information was helpful in learning more about what goes into being a researcher and/or professor as well as other aspects of the field. To find interviewees I had to do a bit of research. I had to go on the nutrition department homepage and see firstly who was in the department. From there I had to narrow it down by category as to who would be helpful to my project. From the available narrowed it down to full-time faculty. Then I proceeded to email these members to see if they would be available for an interview.

In choosing the observation site, location for the interview, I let the interviewee decide. I did this because firstly I did not want to inconvenience someone by suggesting a place that would not work for them due to their schedule. Secondly, I figured that since most of the professors spend their time in their labs when not in lecture halls, that they would choose their lab as the location and I was correct. Both interviewees suggested their offices which were in their labs. From each interview I collected three different genres. I collected a manuscript, a nutrition brochure, a grant application, a syllabus, a protocol form and a seminar presentation. In choosing which three to analyze, I tried to use a genre that communicated to different audiences. The manuscript communicates to the peers of not just the nutrition department but also to the scientific community in general. The brochure communicates to the general public and the protocol form communicates to the students in nutrition.

In order to determine what explanation was necessary for my readers to understand the connection between my analysis and my research questions, I had to consider what the true relevance of my findings. Then I had to think about how that relevance was related to my research questions in my opinion. While considering how that was connected to my research questions I had to think about how this would be of interest to my target audience, which is students who are considering a major in nutrition and also students who are currently in the department. In order to get across these implications to my audience I had to convey the information in a way that tells them how they can benefit and how it will aid them in their success in the field.

From the data collected through the interview and also the analysis of the genre, I was able to gain the answers needed for my research questions. The genres that are used in the community, that I discovered were, manuscripts, brochures, seminar presentations, grant applications, protocol forms, syllabi, and also email. From the three that I analyzed I found that they are beneficial to the field because each serves a different purpose and communicates different material to various audiences. These genres also shed light on the type of interactions that occur between members of this discourse community. There are interactions that occur between members of the discourse community for example communication between researchers and students in the nutrition with the use of protocol forms and syllabi. Interactions occur between the community and the general public with the publication and distribution of educational nutrition brochures. Lastly there are interactions between this discourse community and other communities in the science field with manuscripts, seminar presentations and also emails.

In order to be successful in this field there are a few key aspects to consider. First, must be able to communicate effectively to one’s audience. For example in the manuscript and grant application the wording is complex, clear and concise. It contains graphs and charts that directly relate to the work and the data is presented in a specific manner. In order to become successful in this field it is helpful to study up on how to write in this fashion so that members of your discourse community and others related to it can understand and appreciate your work. Secondly it is necessary to make the right connections so that you can gain mentorship with the experts of this field. Getting mentored by someone who can show you the ropes will be the most beneficial part of gaining success in this field.

ORP Rough Draft

Various writing techniques and concepts have been addressed from different sources throughout the course. Some of these techniques include; writing expertise, discourse community, genre, discourse, problem statement, etc. In our exploration of various discourse communities these concepts have added to our overall understanding of the community and how the concepts are utilized. My journey into the Nutrition Department to discover how these writing concepts were tied into this field led me to acquire three genres from the community that are of great importance to the community. These genres were a nutrition brochure, a manuscript and a protocol form. In my analysis I discussed the function of each and how they benefitted the community’s communication networks. In order to make a connection between the writing concepts and my findings I had to first use the tools provided to me from The Wayne Writer textbook on analyzing genres. I had to look at the function of the genre, the audience, the structure, the style and other aspects.

In order to determine what explanation was necessary for my readers to understand the connection between my analysis and my research questions, I had to consider what the true relevance of my findings. Then I had to think about how that relevance was related to my research questions in my opinion. While considering how that was connected to my research questions I had to think about how this would be of interest to my target audience, which is students who are considering a major in nutrition and also students who are currently in the department. In order to get across these implications to my audience I had to convey the information in a way that tells them how they can benefit and how it will aid them in their success in the field.

Research Journal 18

From Mirabelli, the concept of multiliteracies is introduced. This is the idea that literacy goes far beyond just what we read or write but also involves “various modes of communication” (146). The book looks into the common notion believed by the majority of people that waiter and waitresses are low-class, ignorant, and stupid.  To disprove this Mirabelli looks at his own interactions as being a waiter and also the interactions of the other waiters. In the analysis, Mirabelli finds that in this community, menus are the most important genre used and that it also facilitates most if not all of the communication that occurs in a restaurant; whether it’s between waiters and customers, waiters and cooks, etc. The waiter must have a working knowledge of not only the contents of the menu, but they must also be aware of the meaning of the words used in the menus. Mirabelli goes on to describe how the waiter’s in depth knowledge of the inner-workings of the restaurant help contribute to the overall well-being of the restaurant. An example of this is when Harvey (one of the waiters Mirabelli worked with) can to ask what pesto was, and because he did not have an answer for a customer they did not order the dish that contained it. After looking over my data collection report, one multiliteracy that I discovered was the manuscript. This genre is one that does require various modes of communication for its interpretation. Those who truly understand the significance of the data presented in the manuscript have actually had to have experience in doing research and conducting experiments in order to have a true appreciation and also understanding of the material presented.

DCR Principles Reflection

At this point in our journey through the course we have learned about discourse communities and what they consist of. We were introduced to one very important aspect of discourse communities from John Swales, who stated “A discourse community utilizes and hence possesses one or more genres 15 in the communicative furtherance of its aims” (472). Further readings help us to better understand what genres were and how they play a vital part in discourse communities. It is from Charles Bazerman that we learn that genres are written forms of communication that help set the tone for the type of communication that occurs between members of a discourse community. Genres enable discourse communities to help express various concepts, ideas, values, etc. to members of the community and even members who belong to other communities.

When interviewing our various contacts in our current or future discourse community we take it one step further and see for ourselves just how crucial genres are to a discourse community. For my discourse community specifically I learned that without certain genres important things would go unattended to. One example of this is the grant application. In the nutrition department research is vital to our understanding of various aspects of nutrition and how they affect overall human health. Without the use of grant applications funding is almost impossible for research. Another important genre I discovered was the use of manuscripts. This genre is not just vital to the nutrition department but also to the science field in general. This manuscript is what researchers use to publish the findings of their research to their colleagues in their field and the science community overall.  There were other genres that were very interesting and also just as important to the continuation of this community. This stage in the class has really helped me to appreciate the true importance that genres play in discourse communities

The main concepts that need to be understood about genre analysis have come from our readings in our text for the class, The Wayne Writer. It is in these readings that we learn that a thorough genre analysis includes several key concepts. The concept of scene and situation as they pertain to different genres is necessary because it aids you in making sense of the genre. Some other concepts that need to be thought about when analyzing genres include content, format, structure, tone, patterns, and various others, using these give you the tools you need to do the job.

Research Journal 17

We learn from Merriam about data analysis and what it entails. Data analysis is basically the analysis of data. Merriam states, that “it is the process of making meaning” (176).  The main goal of the analysis is to help answer the research questions that are associated with the data, and to make sense of the data to discover the findings of the data. In order to make sense of the data you have to be able to recognize various aspects of the data. Merriam makes mention of finding the segment, which is a unit of data that may contain an answer to the research questions. After looking at the data in these units an assessing the information present in them then you can start organizing them in various categories. In analyzing my data I first had to read and reread the transcription so that I could get a feel for which piece of data belonged in what category. Then I had to look over the chapter in The Wayne Writer that discussed genre analysis and what components made up an analysis. Next I had to figure out how the pieces of data I had fit into the various components and discuss them. Some of the codes that I have come up with from the transcripts include, contributing to the knowledge gap, conveyance of information, establishment of new ideas.

Research Journal 15

For the menus shown at the end of chapter two of The Wayne Writer, there are various patterns apparent in the genre. One pattern can be identified in the content of the menus. Each menu contains the various headings of the different food served at each restaurant, such as appetizers, desserts, pasta, etc. Under each category is the specific name of the food or dish as it is referred by each place. Also present with the name of the dish is a brief description of what the dish contains along with the price of the dish.  What is excluded what comes with the dish, like a side and a drink for example.  The content of the menus contain different adjectives that let the customer know what is in each dish, but also help peak the customer’s interest. Words like “mouth-watering”, “cooked to perfection” and “rich” are some examples.

In the chapter rhetorical appeals are discussed, these are tools used to help persuade the reader to do what the writer wants. In this case the readers are the customers and the writer is the restaurant. What the restaurant wants is for the customers to order something.  Using various fonts and designs appeals to the reader’s ethos; the style and font of the each menu varies. One of them has a more upscale feel to it while the other has a more casual feel. Each feel is attributed to what the restaurant specializes in whether it’s the everyday meal or something that is a bit more refined and high class. Another appeal to ethos is the reference to the awards that the restaurant has received.

Both of the menus are structured in a style that separates the food into different categories. This helps the customer cut down on confusion because they know what they want to eat they can go to a specific part of the menu and find what they are looking for. Both start off with light dishes or appetizers then to the heavier food, the entrees, and end with dessert or beverages. The format for these menus is a list format. The dishes are listed under their specific category and printed with enough space in between each to avoid looking cluttered and unorganized.  The text in this particular genre is short and to the point.

There are not many sentences that appear in the menus. In one menu they have sentences only to describe their values and their attempt to reach the customers on a personal level.  Other than those few sentences present, the menus use short descriptions to give the customer an idea of what the dish is. These descriptions are clear, concise and simple. The diction present in the menus varies from each. One menu uses words to give a since of elegance and class, words like “sautéed”, “cream sauce” and vinaigrette” .The other menu uses words that help give a comfortable “down to earth feel” by using words like “couple of bucks” “lots of” “gotta” etc.

DCR Research Transcripts 2

Interviewer: Lishia Ellis

Interviewee: Dr. Diane Cabelof

Date: 10/20/2014

Time: 10:40 am

Place: 2018 Science Hall

 

Lishia: How are you doing today?

 

Dr. Cabelof:  I’m doing alright, just a bit busy.  How are you doing ?

 

Lishia: I’m doing good thank you for asking. In my English class, ENG 3010, we have been learning        about discourse communities which are groups of people who are connected by common goals, values, ideas, etc . These communities use genres, which are written forms of communication that is used for communication between members in a discourse community. The purpose behind this interview is to interview someone who is a part of the discourse community that I am a part of and see how the genres used affect the success of the members in this community.

 

Dr. Cabelof Great I just learned something. Let’s get stared.

 

Lishia: How long have you been in the nutrition field?

 

Dr. Cabelof: Since 1991 when I became a RD (registered dietitian)

 

Lishia: What do you specialize in?

 

Dr. Cabelof: Research – molecular biology

 

Lishia: What are your normal responsibilities in your job?

 

Dr. Cabelof: It depends on the day some days I have to run the lab and communicate with the students in the lab to make sure everything runs smoothly. That usually entails coordinating student’s research schedules, mentoring troubleshooting etc.  Other days require me to communicate with the people who are in my department about committee work and departmental issues.  Some days I have to communicate with colleagues outside of the university.

 

Lishia: How would you describe your work environment?

 

Dr. Cabelof: flexible, casual, stressful, enjoyable. Those are the words that come to mind.

 

Lishia: Who do you have to communicate with while at work?

 

Dr. Cabelof: Students in the lab, people within the department, collaborators outside the university, sales representatives, technical support, and administration.

 

Lishia: Can you explain why you need to communicate with each?

 

Dr. Cabelof:  With my students I need to communicate with them because that is how they know which direction they need to go in for the day for their experiments. The people in my department we communicate about the work we’re doing and departmental issues like I mentioned earlier. With the collaborators outside the university we discuss research. We could be working together on a grant or just to talk about the logistics of an experiment or the science behind it. For sales representatives I communicate with them about trying to buy new pieces of equipment, reagents, and stuff for the lab. We actually communicate with them frequently. Technical support we talk to them when we are having issues with our software, computers, etc. The administration is usually contacted about money, accounting issues and any questions about programs.

 

Lishia: How do the forms of communication you use with each differ? If you could take one by one please.

 

Dr. Cabelof: For my students the main form of communication is verbal. With the people in my department it’s usually phone and followed up with an email. Email is the main form used in all of them, either that or that phone.

 

Lishia: What would you say are the main concepts that you use each day at work?

 

Dr. Cabelof: The main concepts would have to be molecular biology, experimental design, reading research articles, grant applications.

 

Lishia: What genres (written forms of communication that occur in nutrition between professors and professors, professors and the public, etc.) do you use?

 

Dr. Cabelof: Of course, email, grant applications, and manuscripts are included. When I taught classes using a syllabus would be considered a genre. When I give seminars I use PowerPoint presentations. And with my students in the lab we have protocols that they follow.

 

Lishia: I know you mentioned quite a few genres, I am familiar with grant applications manuscripts and emails but could you elaborate on the purpose of the seminars and the protocols?

 

Dr. Cabelof: Seminars are given for multiple reasons. They are given within the department to help present students in the nutrition major an opportunity to see what research they might be interested in helping out with. It gives us a chance to recruit students for our lab. When hold seminars in the department we also do that to recruit our peers in our research and to let them know of our findings. Seminars conducted internationally and nationally are used to discuss what we’ve found and present it to the nutrition community as a whole and others I the science field.

 

Lishia: Ok now what about protocol forms?

 

Dr. Cabelof: The protocol forms are precise instructions for the students on how to do an experiment.

 

Lishia: Can you tell me about a time where communication between you and someone else was very important?

 

Dr. Cabelof: Communication and coordination between me and administration is very important and vital to get a grant out on time. And the grant is funding for your research so it is extremely important.

 

Lishia: What was it like for you to build your expertise in this field?

 

Dr. Cabelof: Deliberate, slow, I would say it was a process. Building it was something that could only happen over time. It requires a lot of time, reading, trial and error and a lot of testing ideas. It also requires a sort of competing for funding, this competition kind of drives your expertise because only your good ideas selected because they are the ones that get funded. From there you are put on the right path to follow.

 

Lishia: Can you tell me more about your journey to this point in your career?

 

Dr. Cabelof: For me it was linear. It started as a student, from there a post doctorate fellow, from there assistant professor and then to associate professor where I am now.

 

Lishia: What is your approach to solving problems related to the nutrition field?

 

Dr. Cabelof: Firstly I research the issue, then I figure out the cause of the problem because its not always known. Then I evaluate the potential solutions to the problem by trying a different experimental method or maybe the same experimental method but different reagents. If all else fails then I try to find a different way to ask the same question.

 

Lishia: What do you like most about this field?

 

Dr. Cabelof: I like being able to generate new ideas, develop them and then test them.

Research Journal 14

In Wardle’s article we revisit the idea of expertise in discourse communities and how novices learn and adjust to the various aspects of that community. Wardle first reiterates the idea that “neophytes must learn and conform to the conventions, codes, and genres of those communities” in order to write in ways that are correct for each community, which was introduced to us through the works of Bazerman and some of Beaufort. Wardle takes it further by exploring how much conforming is necessary and also when it is necessary by looking at amount of authority and “cultural capital” is acquired by the novice. She also introduces the two important factors that play a role in the “neophytes’ abilities and willingness to learn to write in and for new workplaces” which are identity and values. The article goes on to explain how novices sometimes struggle to adopt the ways of writing of the discourse community because of their identity and values. Wardle states “At times, however, participation in new communities requires accepting for oneself identities that are at odds with the values of other communities to which one belongs”.  In order to gain writing expertise the novices have to participate in new writing practices that may conflict with their values and the novice will struggle. If successful in their struggle then the novice will achieve enculturation.  Wardle’s view on writing expertise builds off of what we learned from Beaufort, first brought us the idea of writing expertise, she explains how college freshman courses are inadequate for preparing students for writing later in their specific fields. She introduces us to her model for teaching writing expertise “writing process knowledge, rhetorical modes, audience awareness, voice, style, grammar, and mechanics. Some [teachers] might include genre knowledge or critical thinking or research skills” (18).

DCR Research Transcripts 1

Interviewer: Lishia Ellis

Interviewee: Prof. Kai-Lin Catherine Jen

Date: 10/8/2014

Time: 11:20 am

Place: 3002 Science Hall

 

Lishia: How are you doing today?

 

Prof Jen:  I’m doing ok. You?

 

Lishia: I’m doing good thank you for asking. In my English class, ENG 3010, we have been learning        about discourse communities which are groups of people who are connected by common goals, values, ideas, etc . These communities use genres, which are written forms of communication that is used for communication between members in a discourse community. The purpose behind this interview is to interview someone who is a part of the discourse community that I am a part of and see how the genre used affects the success in this community.

 

Prof Jen: Ok. I understand. Begin when you’re ready.

 

Lishia: How long have you been in the nutrition field?

 

Prof Jen: Since I was a graduate student, decades ago, in the 70’s

 

Lishia: What do you specialize in?

 

Prof Jen: Obesity and diabetes

 

Lishia: What are your normal responsibilities in your job?

 

Prof Jen: Well I used to be the Chair of the Department so I used to have to communicate with administration about various issues in the department. I did that for 8 years. Now I am a professor so I spend most of my time teaching and the rest I spend doing research.

 

Lishia: How would you describe your work environment?

 

Prof Jen: It depends on the day, sometimes a lot of time and energy is spent doing experiements which can be hectic sometimes. Other times when there are no experiments to perform I spend my time writing manuscripts, writing grant applications, coming up with lesson plans, etc.

 

Lishia: Who do you have to communicate with while at work?

 

Prof Jen: Since I am a professor I communicate with students, both graduates and undergraduates. In the department we sometimes go out into the community and put on health fairs to help spread information on nutrition. I also communicate with my colleagues about our findings and other things at the professional meeting s that we have sometimes. Lastly I still communicate with administration on occasion due to my previous position.

 

Lishia: How do the forms of communication you use with each differ? If you could take one by one please.

 

Prof Jen: For my students the main form of communication is verbal through lecture and also discussion. When we go out in the community we communicate verbally but we also give out pamphlets and brochures that contain various nutrition facts. With my coworkers communication is verbal and also written because we exchange emails, memos etc. And with the administration its verbal, email and memos as well.

 

Lishia: What would you say are the main concepts that you use each day at work?

 

Prof Jen: The main concepts that are used are the applications of the basic concepts of nutrition such as how do you eat healthy, how does one maintain a healthy lifestyle. Also specific to my studies what nutrition methods can be used to prevent diabetes and obesity. Also the role obesity plays in diabetes and also every disease.

Lishia: What genres (written forms of communication that occur in nutrition between professors and professors, professors and the public, etc.) do you use?

 

Prof Jen: The ones that come to mind are the brochures that we use with the public, the manuscripts that we compose for our peers and the grant applications that we submit for financing. Also the use of emails and memos.

 

Lishia: How important is the manuscript? And what is the process of creating one?

 

Prof Jen: A manuscript is basically a scientific journal of one’s research. It is extremely important it is how others in the community know of the work that you have done and the findings that you have observed on a specific topic. The process for creating one is that you firstly do research on a topic that interests you, then record your findings.  You then create your manuscript but in order for it to be published you must submit it for peer review. After it is reviewed you make the revisions that were made to the manuscript and then you publish it. About 2 or 3 of mine gets published in a year.

 

Lishia: Can you tell me about a time that highlighted the importance of communication?

 

Prof Jen: One time a reporter from the Detroit news station called and wanted to know about some nutrition concepts for an article he was writing. In the midst of me explaining some concepts he told me about some of the concepts he already knew. One of them was a common misconception about nutrition and I corrected him right there and tried to emphasize the importance of the mistake.  I said it to him over and over just to make sure he was clear about it. But when I looked at the article he printed it with what he thought and not what I told him. If he had listened to me correctly then he would not lead others to fall into the same misconception that was stated in his article.

 

Lishia: What was it like for you to build your expertise in this field?

 

Prof Jen: I had to read a lot to gain information on the subject. Then I had to conduct a great amount of research to gain an understanding of the information and to also find my own findings.

 

Lishia: What is your approach to solving problems related to the nutrition field?

 

Prof Jen: Firstly I look at what the actual problem is, and then I go search to see what research has already been done. It is not productive to add to the field but to research what has not been. Doing anything else is a waste of resources. Then if there is no research done on it I design a research experiment that asks a question. Whatever you do has to be able to answer the question. Then you do research, collect data and ultimately see if it supports your hypothesis.

 

Lishia: What do you like most about this field?

 

Prof Jen: I like the research that I do. I enjoy learning more about diabetes and obesity and the roles they play in the nutrition field. I also enjoy the student’s thirst for knowledge. I take pride in the fact that I can open student’s minds to things they would not have thought about and teach them things they might not have known. It’s rewarding.