It seems there are three main areas of reality/unreality, maybe four up for
debate: genre; audience/client; editorial or supervisory review; evaluation.
Traditional academic essays can down play audience and stick to a certain
academic-like while emphasizing the evaluation of the Prof./TA. Case study or
experiential assignments in the academy can emphasize audience/client
negotiation and editorial review.
Of course, this is an oversimplification which denies shifts in pedagogy. But
it may relate to the "difference" between the two "realities" that is used in
common parlance. It may also, as Theresa points out be something some of us
wish to argue against.
Also, I like Theresa's point about academic writing hopefully challenging
assumptions, knowledge, and "reality". As Theresa points out writing's value is
presumed to relate to it's "real world" market value, i.e. certain genres have
efficacy in market economies. The academic essay, for those not initiated in
the academy, seems to have less efficacy. Of course, this is another "real"
fallacy given the importance of essays for careers, and for knowledge
construction which under girds so much of market economies, and particularly
knowledge based market economies.
When we talk of writing in order to think in new ways aren't we talking about
knowledge construction? Doesn't our research and education promote knowledge
construction which both has "real" world "market economy" efficacy and other
kinds of efficacy, also?
Victoria Littman, Ph.D.
Learning Strategist
Accessibility Services
University of Toronto
Sharron Wall wrote:
> Writing students in the Public Relations Certificate Program and the
> Bachelor of Commerce Programs at McGill often have a "real-world" writing
> component in their courses, weighted at about 1/3 of the course. The
> students find their own opportunities with community organizations, local
> businesses or their own entrepreneurship projects; they carry them out with
> client and instructor guidance. Over the years these projects have developed
> a reputation; we often get requests for assistance from organizations such
> as refugee shelters, internet startups, environmental groups, industry,
> hospitals, and daycares.
>
> The experience starts at the beginning of the term: the students have to
> make
> cold calls; send their credentials (resume and letter of intent); describe
> the project in detail in consutation with the client (needs assessment);
> create the documents needed (news releases, brochures, media kits, letters
> to employees, grant applications, business plans...). The materials are
> workshopped with peers and are reviewed by the instructor before submission
> to the client.
>
> The main constraint is the length of the term; the assignment boils down to
> about one month in contact with the client. Some of
> the students get published; some go on to find work as a result. Everyone in
> the class benefits from working on genuine projects that have an impact on
> the community beyond the classroom.
>
> Instructors teach what the assignments dredge up, allowing the instructor
> to "review" everything from basic sentence structure to detailed editing for
> impact.
> I would like to know of other such experiential modules, particularly in
> Canada.
> Sharron Wall
>
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