Reading Response: “Queer Texts, Queer Contexts”

Readings on Writing (p. 110-129)

Reading Response

“Queer Texts, Queer Contexts” by Harriet Malinowitz

Summary:

In “Queer Texts, Queer Contexts,” Harriet Malinowitz attempts to address the issue of the homosexual community and how its practice in the writing discourse community influences identity. Malinowitz argues that a classroom does not have a set ideology and that ignoring the topic of sexual identity does nothing to help limit discrimination. Malinowitz claims that the term “gay” or “lesbian, or even “woman,” does not have a set definition in culture but it nonetheless unifies those who believe they belong to that category. The array of characteristics shared or differentiated within each category contributes to that categories generalized view from the public. Generalization is a wide view of a community, though when people (like Sojourner Truth- who defied her generalized view) stand up to what is a common belief- it ultimately strengthens the respective community. Malinowitz describes how the “stigmatism” of sexual identity can hugely impact one’s social identity. Heterosexuals would not exist if the counterpart (homosexuals) weren’t also a community. Since heterosexuality is believed to be the most common of the two, homosexuality caries a social identity that is not as desirable. Malinowitz’s main argument is that sexual identity and homosexual studies should be incorporated into the classroom because it ultimately discourages discrimination, and because otherwise -it denies students the opportunity to learn how “sexual identity is constructed through language” and writing discourse.

New Project 3 Proposal

I guess since Facebook won't really work, I'll study Nelsonville Water Park Life Guards. This community also meets the six characteristics as stated by Swales.

·      Broadly agreed set of common public goals:

o   Life Guards have one main goal- protect the lives of swimmers. To do so, every life guard knows that first aid, AED, and CPR certification is necessary. Knowledge of proper save thechniques is essential as well as cooperation with fellow guards and knowledge on how to check, change, and maintain proper chemical levels.

·      Mechanisms of intercommunication among members:

o   The main mechanism for communication with members is face-to- contact on the deck (area around the pool) or in the office. Telephone calls, texts, and social media sites are used for outside communication regarding meetings and scheduling.

·      Uses its participatory mechanisms primarily to provide information and feedback:

o   As stated above, there are several communication options for the life guards of Nelsonville Water Park. Face-to-face contact usually involves sharing information of possible hazards around and in the water and feedback on experiences with particular swimmers. Phone calls, texts, social media sites, and the meetings themselves usually regard information on scheduling or new rules and feedback on the performance of the staff.

·      Utilizes and hence possess one or more genres in the communicative furtherance of its aims:

o   Genres utilized among the Nelsonville Water Park Life Guards include memos, first aid incident forms, work schedules, the American Red Cross Life Guard Guide, and the procedures for first aid, CPR, and AED use. Also any communication via phone or internet.

·      Has acquired some specific lexis:

o   Lexis is essentially jargon. Jargon used among the Nelsonville Water Park Life Guards includes deck, surface dive, rotate, splash, lanes, and many more.

·      Has a threshold level of members with a suitable degree of relevant content and discoursal expertise:

o   At the Nelsonville Water Park, experts are the managers and head guards. Regular members are returning guards, and novices are the new guards hired each summer. 

Reading Response: "Materiality and Genre in the Study of Discourse Communities"

Reading on Writing (p. 98-109)

Reading Response

“Materiality and Genre in the Study of Discourse Communities”

by Amy Devitt, Anis Bawarshi, and Mary Reiff

Summary:

In “Materiality and Genre in the Study of Discourse Communities,” the three authors attempt to explain how genre analysis can help in understanding discourse communities. They argue that, “Genre study allows students and researchers to recognize how ‘lived textuality’ plays a role in the lived experience of a group. Teaching students how to analyze genres can provide discipline and focus to the study of discourse communities” (98). Three essays are provided as examples.

Devitt explains the legal genre of jury instruction and argues that there is a disconnect between the creators of communal agendas and the interests of those who use them. Devitt describes the separation between specialists and non-specialists; members and non-members. Devitt believes some language in jury instruction contains words such as "aggravating," "mitigating," "and "might," that members require but nonmembers maybe be confused by. Although Devitt has personally tried to rewrite the particular genre of jury instructions to better inform nonmembers (users), she also recognizes that such language protects the community and the values of its members (judges, lawyers). Two other examples that Devitt provides are tax forms and voting ballots. 

Bawarshi explains the medical genre of the Patient Medical History Form, or the form of life. She argues that “Genre analysis gives access to the workings of discourse communities in a way that renders the idea of a discourse community a more tangible, helpful concept for teachers, students, and researchers” (104). Bawarshi explains how the medical forms allow the patient to enter into that genre by providing their personal information but they may not particularly agree with its values (a knee injury v. a person with a knee injury). Also, the mental state of the patient may not be considered material and thus people don't report it and proper treatment may be overrated. 

Reiff explains ethnography. She describes it as both a research genre an approach to genre analysis. Reiff argues that ethnographic study allows one to “compose communities while composing in communities” (109). Reiff tells about three main teaching interests that can be achieved through ethnographic study: learning genres, learning about genres, and learning through genres. (Susan, a pre-law student, is provided as an example for a mini-ethnography that consists of those three goals).

Proposal: Project 3

Discourse Communities to Study

1. Facebook
2. Life Guard
3. Competitive All-Star Cheerleading

For my first choice, I would study the Facebook discourse community. Facebook meets all six of Swales’ characteristics of a discourse community.

• Broadly agreed set of common public goals:

o   To begin, Facebook is open to the public itself. The goals are to stay in contact with and reconnect with old friends and family, make new friends, find people with similar interests, share thoughts and ideas, and entertain. All members agree to the Statements of Rights and Responsibilities, Data Use Policy, and Community Standards upon free registration.

• Mechanisms of intercommunication among members:

o   The main mechanism for communication with members is the internet- via computer, cell phone, tablet, etc. Video chat, direct messaging, and public posting are available for correspondence and conversation to occur. Some detailed options include instant messaging, private messaging, wall posting, and photo-sharing.

• Uses its participatory mechanisms primarily to provide information and feedback:

o   As stated above, there are several communication options on Facebook. As for messaging, replies are expected. Wall posts express ones thoughts, ideas, or feelings. Pictures are posted for the same purpose. Both can be a source of entertainment to the viewer. Comment and “like” options are available for feedback on all wall posts and posted pictures. There are topic-specific “Pages” on Facebook as well that limit shared information and feedback to a particular subject.

• Utilizes and hence possess one or more genres in the communicative furtherance of its aims:

o   Genres utilized in relation to Facebook are- direct messaging, chat logs, web pages, wall posts, comments, e-mail, and image sharing. You can also create ads and Pages.

• Has acquired some specific lexis:

o   Lexis is essentially jargon. Jargon used on Facebook includes tagging (photos, location, and friends), wall, news feed, poke, message slang (such as txt me, brb, ttyl, etc.), emoticons (i.e. J, L), status update, like, and share.

• Has a threshold level of members with a suitable degree of relevant content and discoursal expertise:

o   Facebook has several administrators and employees that know everything there is to know about Facebook- especially the creator (Mark Zuckerburg) and support staff. Some members are daily users and know all the things you can do on Facebook. New members register everyday and they would be considered the novices.