My name is Jordynn Lucero previously Jordynn Cook, I am not sure if you remember me as it has been some time since I have seen or spoken with you. I was a student in your AP English class, I attended your class my senior year of high school in 2008. I vividly remember how much fun we had in class, I always sat in the very front and remember you throwing dry erase markers at us. Still to this day I talk to my husband about all the jokes you made and how you made AP English one of our favorite classes we had ever taken in high school. Currently, I am taking English 102 at Central Arizona College and have come across a topic recently that I believe is very important when it comes to writing.
I wanted to write this letter to you today to discuss this topic and how I feel it could strongly impact your students and their writing. The topic I am referring to is discourse. I would like to just give you a little bit of information about discourse and give you an idea of where I am coming from and how I interpret it. Discourse is a term used to refer to language either written or verbal, although it can be used loosely I am referring to its meaning in writing.
Discourse is described as the exchange of thoughts that are comprised of ideas, different courses of action, beliefs, practices, and attitudes that build the subject and determines the worlds that are spoken or written. Discourse can be classified into four different categories, the first of which is exposition, exposition is used to make the audience aware of the topic being discussed. For example, definition and comparison of different ideas or beliefs are considered exposition discourse.
The next is narration, narration is a discourse that uses drama, folklore or stories as it’s means of communication. For example, theatrical plays, tall tales or fairytales are all considered narration discourse. The third category is description, description is giving the audience a clear mental picture of what is being discussed with writing in great detail. For example, descriptive essays or instructions are considered descriptive discourse. The final category is argument, argument is based on valid logic and accurate reasoning in order to try and motivate or persuade the audience. For example, debates, prose, and essays are argumentative discourse. (‘Discourse – Examples and Definition of Discourse’ 2018)
While learning about discourse I realized that this type of written interaction was helping me express myself and discuss the topics in a different way. What I mean by that is, I had come to realize that though discourse my mind was opened up to understand what the topic was and how I could relate to it.
I was gaining more of a critical thinking process in my writing and found that it made it much easier to express myself. One specific reading in my current course called Literacy, Discourse and Linguistics by James Paul Gee’s I came across a quote from Gee’s, he said: ‘All of us, through our primary socialization early in life in the home and peer group, acquire (at least) one initial discourse.’ (‘Literacy, discourse, and linguistics: Introduction.’ 1989)
This is what made me realize that we all have unique discourse just based on where we came from so why aren’t we sharing that with other individuals? Why aren’t we all using our own individual and unique discourse to improve our writing and possibly share our discourse style with one another? I have found that this has helped me understand others and their ideas. In academic writing, discourse plays a part in challenging students to think more deeply and critically about any given topic and to determine the correct language needed to express their thoughts.
After doing some research and going over how and what academic instructors are required to teach I have come to realize that discourse is not something students are subjected to very often in the public school setting. A large factor in the limitations of discourse in the classroom is standardized testing. Standardized testing often requires short and timed essays as the assessment of the benchmarks. In order to prepare students for this type of tests oftentimes, essays and other types of writing are based on the personal narrative, imaginative essays, and daily journal entries. This is however very unfortunate because there are many benefits to implementing discourse in students writing.
In my opinion, this can and will make them better writers as they move through their academic careers. I would like to provide you with a few of these benefits in order to express my points and to encourage you to potentially implement discourse into your curriculum. Discourse in the classroom provides an open and understanding environment for students to convey their individual discourse on topics they discuss amongst each other. This is a benefit because it gets the students thinking critically and encourages engagement.
Discourse provides an enhancement in student’s literacy and leads to a more profound understanding of the topics they will write about helping them to write in more detail. Another major benefit of discourse is the ability it gives the students to produce writings that are going to prepare them for the type of essays they will need to be able to write in college. I have found through personal experience that the way I learned how to write in high school was very different from what I was and am required to write now as a college student. Because most students are used to recalling facts or memorizing what they are being taught, discourse pulls them out of that way of thinking. It gets them to analyze the topic and improves their ability to relate to what is going on around them.
I read an article that made a great point in the benefits of discourse in academic writing it said: ‘Discourse throughout their years as student writers helps them develop the language and thought processes that result in clear, purposeful written products.’ (‘Chapter 1. Why Pair Discourse with Writing?’ 2016) This sums up precisely what implementing discourse can provide for students and what they can gain if discourse was a part of the standard curriculum in school.
Discourse is important and I think that it can be very beneficial and helpful for students in high school. I believe that it will help them in their advanced writing as they go through the different levels of education and provide them with the skills to be analytical and impactful in their ability to express themselves through writing.
I hope that I have sufficiently provided you with an explanation of what discourse is, how it can be used, how it has helped me in my writing and how it could be beneficial to your students and their academic careers moving forward. I appreciate the time you have provided me to explain myself and my thoughts. I would also like to thank you for considering the information I have presented to you. I would greatly appreciate any feedback you may have. Again, thank you for your time and consideration I wish you all the best!
Works Cited
- ‘Discourse – Examples, and Definition of Discourse.’ Literary Devices, 1 Nov. 2018, literarydevices.net/discourse/.
- Gee, James Paul. ‘Literacy, discourse, and linguistics: Introduction.’ Journal of education 171.1 (1989): 5-17.
- Dougherty, Eleanor, et al. ‘Chapter 1. Why Pair Discourse with Writing?’ Why Pair Discourse with Writing?, www.ascd.org/publications/books/114010/chapters/Why-Pair-Discourse-with-Writing¢.aspx.
