Reflection Tag: In this essay we were evaluating pieces we had read in the handbook and textbook and coming to a conclusion based on what we had picked to write about. I picked to write about meeting the social “Norms” of an audience in order for them to agree with the tone of your paper best, organization of the paper, and determining facts from opinion when evaluation sources.
Download Link: ERH101Prompt2FinalDraft
Olivia-Aman Cotton
ERH101-07
Analysis 2:Handbook/Textbook
October 12, 2015
Social “Norms”
Our world is highly dependent on our ability to communicate. Our methods of communication vary from things such as: e-mails, blogs, lab reports, or essays. Within every genre of writing there are rules to follow. For example, the casual language you might use in an e-mail would not be the same as the language used in an essay. Even when writing an e-mail there are unwritten rules to follow and an e-mail to a teacher would appear very different then one to a friend. Your awareness, or lack of awareness of these rules you follow are based on social norms. Social norms are based on the values taught within a culture, or a smaller setting, such as a community. Lunsford teaches us that in order to meet your audiences expectations you must address the relationship in a tone that provides credibility for the culture, organize your writing according to standards established by the culture, and provide persuasive evidence by determining the difference between facts and opinions.
In order to establish credibility with your audience, you must determine your relationship and choose the right tone. Determining your relationship and the right tone is based on your social norms. “Our ‘normal’ is based on assumptions that we have made through observations, but what is acceptable in one culture might not be acceptable in another culture. Considering social norms is very important, because when we write we are not writing for ourselves, but our audience…In the United States students are often asked to establish authority in their writing – by drawing on certain kinds of personal experience, by reporting on research they or others have conducted, or by taking a position for which they can offer strong evidence and support…some cultures view student writers as novices whose job is to reflect what they learn from their teachers. One Japanese student, for example, said he was taught that it is rude to challenge a teacher ‘Are you ever so smart that you should challenge the wisdom of ages’” (Lunsford). In this example Lunsford allows us students to clearly see the difference between different writing structures among cultures. Although he does not compare the American versus the Japanese systems in a manner of comparing a good versus a bad system, I believe the American system allows for more freedom. In our culture we are taught that we have freedom of speech and that our opinions are valuable. So challenging a teacher is not looked at disrespectful, or questioning your teachers wisdom as it would be in Japan. When assessing your audience, you must take into account the culture and audience, but also what genre you are writing for. Within every genre there is typification, which is defined as “the process of moving standardized forms of utterances that are recognized as carrying out certain actions in certain circumstances and to standard understanding of situations” (Bazerman). If this were to be true it would mean that if my genre was biology and I was writing a lab report, I should have an established format with rules and restrictions that should apply no matter the culture. Applying both these writer’s evaluations of how to write for an audience, we must write within the standards for a given genre and use the appropriate voice according to the values of the culture. By doing this we should establish a relationship with the audience that establishes credibility. Our audience is willing to listen because it sounds like we are knowledgeable of our topic and we are using the appropriate tones that are not considered disrespectful to a culture.
The organization of an essay is key to effectively get your point across to your audience. Not every culture has the same organization, “in the United States, many audiences (especially those in academic and business worlds) expect a writer to get to the point as directly as possible and to take on the major responsibility of articulating that point efficiently and unambiguously…[whereas] teachers in China prize…indirectness, expecting audiences to read between the lines” (Lunsford). Americans’ style of writing is similar to its fast food system, for example, McDonalds. When we go to McDonalds we know the quality of food we are going to receive, what is going to be on the menu, the set-up of the restaurant will similar, their colors will be red and yellow, and that it will be quick. McDonalds has a system of standards that provides comfort to its customers that they will know exactly what to expect. This is similar to our writing because we have a nationwide expectation that a paper should have some sort of introduction with a thesis, body paragraphs, evidence, or support of some sort, and then a conclusion. With these components we know we are looking at paper with some sort of organization and in the eyes of American this would establish a credibility that would make the audience more willing to read our work and see our message. However, if a Chinese teacher graded the paper they might not see the same organization, but a lack of creativity. They might feel as if though we are giving all the answers to the audience and not allowing them have any thought for themselves. The audience would ultimately decide if our writing is organized, or not, so it is important to always pay attention the writing structures within a community.
Evidence supporting the essay should be dependent on the audience and what they would find credible information to support the ideas. Lunsford states that it might require many different types of evidence, however once one is picked then you must evaluate your audience and their culture and determine if they too would find it credible. A general rule of thumb when deciding if an audience would find the information credible or not is determining if the evidence is fact or opinion. “…Students often do not use evidence properly, they assume everything they read as facts. We don’t evaluate the source, or what perspective it was written from, but just assume it to be true. She said that both facts and opinions are claims the only difference is how your audience perceives it. If your audience accepts it as true without any question it is a fact, but if your audience questions it as true, then it is an opinion”(Kantz). Although this concept is generally right in regards to how we perceive claims, it seems as though every piece of writing is written for a certain group of people who are going to agree that the content is true, therefore they are facts. Regardless it is very important to evaluate the evidence in relation to the culture/ community to truly decide if the claims will be taken as facts, or opinions.
Across the world, many countries have different standards and styles for their writing. However, as writers we are always writing for the audience and so when writing it is important to always think how would my audience take this information, format, or tone. Insure that you are not offending your audience, because you will lose all credibility as a writer if you are and they will not accept your ideas or claims as facts, but unimportant opinions.
Work Cited
Bazerman, Charles. “Speech Acts, Genres, and Activity Systems: How Texts Organize Activity and People.” What Writing Does and How it Does It: An Introduction to Analyzing Texts and Textual Practices. Ed. Charles Bazerman and Paul Prior. London: Routledge, 2004. 309-39. Print.
Kantz, Margaret. “Helping Students Use Textual Sources Persuasively.”College English 52.1 (1990): 74-91 Print.
Lunsford, Andrea A. “Language: Writing to the World.” The Everyday Writer: Includes 2009 MLA & 2010 APA Updates. 5th ed. Xxx: Bedford, 2010. 231-36. Print.