Fall2008 17

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Home » Archives » Fall 2008 (Volume 6 Issue 1) - Technology in Today's Writing Center

They Say / They Say: Today's Writing Center as Technology Fall 2008 / Focus

by Mitch Nakaue and Michelle Sizemore, University of Wisconsin-Madison

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Overcoming academic opacity in writing center practice

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Submissions Submit an article to Praxis Mitch Nakaue and Michelle Sizemore In the most recent edition of Profession, the opinion journal of the MLA, Gerald Graff addresses the problem of pervasive opacity in education. Recalling his own feelings of undergraduate inadequacy, he writes that the American educational system projects a message: “There are secrets of the academic world that the smart students know, and you probably aren’t one of them if you have to ask what the secrets are” (128). Graff points to teachers’ unspoken but clear expectation that students should have innate knowledge of how to succeed academically, an expectation that follows students from school to college and beyond. This climate, fraught with divisions between those inside and outside the know, seriously undermines education’s ostensible purpose: to promote a passionate and open exchange of ideas. In modern American academia, students are welcomed, but only if they know the secret handshake. Much of Graff's scholarly work aims to address the inequalities that arise from an educational system that promotes secrecy and attributes academic success to inborn scholarly know-how. With Cathy Birkenstein, he has written a textbook for students called They Say / I Say: The Moves That Matter in Academic Writing, which lays out explicitly the constituent elements of scholarly discourse, research methods, and the authorial ethos; the book also demonstrates to students, through exercises and plug-in “templates,” how to reproduce those components in their own writing. As literature teachers who are forever instructing students on the ins and outs of crafting literary analysis essays, we were struck by this disarmingly straightforward approach to writing. When one of us exclaimed to a writing colleague about the book’s marvelous clarity, she remarked, “But it's so formulaic.” While this assessment is true (and not one the authors would likely argue with), we were compelled by her response. It seemed to us that our colleague had conflated Graff and


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