Presentation on theme: "Voice. Voice/Style/Tone Everyday conversation – “I was like, oh my God, she didn’t!” Academic writing – “Her uncompromising response was not fully anticipated.”"— Presentation transcript:
Voice/Style/Tone Everyday conversation – “I was like, oh my God, she didn’t!” Academic writing – “Her uncompromising response was not fully anticipated.”
Mixing and Matching What do you think of the style mixing on pp. 116-117? (Ma and Pa Kettle) What about the black English vernacular on pp. 119?
From “Is there a wiki in this class” But let us return to the here and now and those everyday, run-of-the-mill beliefs that make wikis better suited for well-fed idealists than hungry pragmatists. At the end of the day, we do not wish to find our wiki work destroyed or altered beyond recognition by some bucktoothed kid from Hackensack. We’re not going to cast our intellectual pearls before swine. Before we pledge our time and expend our energies dredging up scholarship from the very bowels of our being, we want some reassurance that Hannibal ain’t at the gate.
From “Paradox and Promise” Let them have their friends; let them forge identities by representing their antipathy towards the system and institutions that would ban their favorite sites, or whose members would come ﬂooding into their private spheres like explorers and missionaries into “darkest Africa.” One day they might face a dour-faced job interviewer who has seen that picture of them slurping bong water, and they might not get the job. They might wonder where the authoritarian regime was when they needed it. But, chances are, one of their friends on Facebook will know another place they can apply. And isn’t that what friends are for?
Class Exercise Express the following thought in a colloquial, everyday style and then in dry, academic prose: – “I liked your letter.”
Audience & Purpose When is it okay to mix styles?
Class Activity Mix-in a less formal or colloquial style into this passage from Andrea McArdle: – For most law students…the cognitive challenge of becoming articulate in professional, practice-based writing such as law office memoranda, briefs to a court, and pleadings can be substantial. Often, novice legal writers conclude that their prior knowledge and experience of writing are irrelevant to the specialized modes and structured formats of legal documents, which they tend to regard as redundant and off-putting. Their discouragement, and the anxiety that often accompanies it, can produce profound self-doubt, and, for more than a few, a kind of writing paralysis.
Analyzing Graff What is Graff’s argument here and how does he support it? Is Graff on to something about teaching students to see popular subjects through “academic eyes?” How does Graff mix academic and colloquial styles?