Outline: 1) Foucault quote 2) Roles and Actions of a writer A) Words used to create a sense of urgency, invent the university

for every occasions, and roles 3) His opinions of what makes a successful writer A) Appropriation and pulling off the bluff 4) Example of an essay with good role playing but a lot of sentence errors 5) Conditions under which the example essay was written A) Describe creativity and a time when you felt creative and during freshmen orientation and faculty was his audience 6) His description and analysis of example essay A) Researcher, point, specialized language, conclusion/peroration, rhythm, authority, qualifications, and parenthetical expressions. 7) Example students experience and slips A) Dramatizes, addresses audiences as students, and writer should have given definition but gave conclusion 8) Another example paper and slip ups A) Teaching instead of academic conversation, 2nd ex. analyzing-gives 2 excerpts 9) Student authors Lesson on Life, could haves, and commonplaces A) Language, experience, access to explanations, and commonplaces 10) The student authors supposed reasons A) I dont know 11) Becoming the character A) Location, Bartholomaes terminology, and context 12) Level of difficulty and rhetoric A) Flower quote, rhetoric, teachers, and difficulty 13) What a writer must do A) Complications and assumptions 14) Privilege A)Urgency and transformation 15) Anticipate A) Anticipate what and how he (Bartholomae)would reply 16) Central problem of writing A) Explanation of how to know 17) Insiders and originality A) Slipping into character 18) Audience struggle

A) Details of problem 19) Material and instruction A) Courses 20) Pat Bizzell quote A) Scholar on basic writers and unfamiliarity 21) Solutions to problems A) Simplify and teach or Examine and determine 22) Purpose of the paper and what he (Bartholomae) is concerned with A) Examine striking problems and accommodations 23) What he was looking for and amount of research he has done A) 500 essays and his bias 24) Another example essay of a basic writer 25) What it took to become an advanced writer and the students commonplace A) Key gestures and authority 26) Analyzing the essay A) Location and power of commonplace 27) Commonplace and another example essay to factually back up his point A) System of interpretation 28) Analyzing this essay A) Reference and more aggressive students 29) More factual back up of his analysis of the factual back up essay A) Conventional rhetoric 30) Discourse A) Location 31) Another example essay with special emphasis on vocabulary and language 32) Analyzing this essay A) Dramatization terminology 33) Factual back up of essay A) Language and style 34) How writers have to speak A) Codes and common discourse 35) Stages of development and problems in the school system(s) A) Basic writer not mistakes and this is mistake of schools today 36) Struggles and essay quotes for factual backup A) Safety zones 37) Speculation on/and quote from the first example essay A) Syntactic difficulties from unfamiliarity 38) What Bartholomae is arguing and utterance

A) Glue 39) Shaughnessy quotes and writers A) Advanced writers and difference between basic and translation 40) Unskilled/inexperienced writer A) Difference and level 41) What students need to learn and progression (peroration) A) Imitation and students

Inventing the University Problems: 1: heightened sense of audience 2: slips in character 3: different roles of authority (teacher/colleague) 4: they dont know things on the level he knows them 5: original ideas (no such thing-interpreted views) 6: privilege with none 7: unfamiliarity 8: limited experience 9: constant struggle with language, its communal nature, yet driven to invent out of this our own statements 10: sentences fall apart not because the language is lacking but because there is nothing the writer does to connect them or doesnt know how

Solutions: o o o o OR Determine what the communities conventions are Write them out (simplified) Taught in schools Teachers could help by being more precise and helpful

 Examine essays of basic writers (approximated academic discourse) Determine where the problems are Comparison What students (should) have to do: (successful writers) Know: language, how to select, evaluate, report, conclude, arguing, rhythm, rituals, and gestures Try on voices and schemes (like a play-trigger audience reactions) Compromise Bluffing Authority Locate yourself in a context beyond yourself Conform to a readers goals Student can both define a position of privilege, a position that sets us against common discourse, and when we can work self-consciously, critically, against common code but our own. Ourselves and our experiences in relation to commonplace codes

Metaphor for his argument: How I see his argument: A writer-based prose is like a robot. Without oil and joints the robot is jerky. With oil and joints the robot was fluid motion. Writer-based essay=robot w/o oil & joints Robot=paper/words Oil & joints= proper phrases to connect the words Robot + oil + joints= fluid moves Fluid moves= fluid essay