Advertisement

Language and Power: Teaching Writing to Third World Graduate Students

  • Louise Dunlap
Part of the Urban Innovation Abroad book series (UIA)

Abstract

This chapter explores the questions that arise in teaching writing to Third World graduate students in US planning schools. If, as Paulo Freire suggests, our language is more than correct English grammar, if using it engages the very structure of our thinking and is integral to our ability to solve problems, then it is an important source of power. Why are we not more actively teaching the use of language — written and spoken — in the discipline of planning? If we were to do so, what would we be teaching? Is there a model for professional writing in the US? If so, is it one that can express “new thinking” for people from the Third World, or does it reinforce dependency and silence? What difficulties do students from Third World cultures have with our model, and why is it that US students experience so many of the same difficulties?

Keywords

Critical Thinking International Student Asian Student English Sentence Grammatical Error 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Anderson, P., 1987,’Technical Writing: A Reader-Centered Approach,” Harcourt, Brace, Jovanovich, Inc., New York.Google Scholar
  2. Becker, H., 1986, “Writing for Social Scientists: How to Start and Finish Your Thesis, Book, or Article,” University of Chicago Press, Chicago.Google Scholar
  3. Berthoff, A. E., 1978, “Forming/Thinking/Writing/: The Composing Imagination,” Hayden Book Company, Inc., Rochelle Park, NJ.Google Scholar
  4. Berthoff, A.E., 1981,”The Making of Meaning: Metaphors, Models and Maxims for Writing Teachers,” Boynton/Cook Publishers, Upper Montclair, NJ.Google Scholar
  5. Coe, R., 1987, “Toward a Grammar of Passages,” Southern Illinois University Press, Carbondale.Google Scholar
  6. Elbow, P., 1981, “Writing With Power: Techniques for Mastering the Writing Process,” Oxford University Press, New York.Google Scholar
  7. EPA (The Environmental Protection Agency), 1981, “Be A Better Writer,” US Government Printing Office, Washington, DC.Google Scholar
  8. Fanon, F., 1968, “The Wretched of the Earth,” Grove Press, New York.Google Scholar
  9. Flower, L., 1986, “Problem Solving Strategies for Writing,” Harcourt, Brace, Jovanovich, Inc., New York.Google Scholar
  10. Freire, P., 1985, “The Politics of Education: Culture, Power, and Liberation,” Bergin and Garvey Publishers, Granby, MA.Google Scholar
  11. Fulwiler, T., 1986, “Teaching with Writing,” Boynton/Cook Publishers, Upper Montclair, NJ.Google Scholar
  12. Fulwiler, T., ed., 1987, “The Journal Book,” Boynton/Cook Publishers, Upper Mountclair, NJ.Google Scholar
  13. Griffin, C.W., ed., 1982, “Teaching Writing in All Disciplines,” Jossey-Bass Inc, San Francisco.Google Scholar
  14. Krieger, M., 1988, The inner game of writing, Journal of Policy Analysis and Management, 7 (2).Google Scholar
  15. Lanham, R., 1981, “Revising Business Prose,” Scribners Publishing Co., New York.Google Scholar
  16. McCloskey, D.N., 1985, “The Rhetoric of Economics,” University of Wisconsin Press, Madison.Google Scholar
  17. Odell, L., and Goswami, D., eds., 1985, “Writing in Nonacademic Settings,” The Guilford Press, New York.Google Scholar
  18. Samuels, M.S., 1988, “The Technical Writing Process,” Oxford University Press, New York.Google Scholar
  19. Smart, G., 1985, Writing to discover and structure meaning in the world of business, Carlton Papers in Applied Language Studies, 11.Google Scholar
  20. Strunk, W., and White, E.B., 1979, “The Elements of Style,” Macmillan, New York.Google Scholar

Copyright information

© Plenum Press, New York 1990

Authors and Affiliations

  • Louise Dunlap
    • 1
  1. 1.Massachusetts Institute of TechnologyUSA

Personalised recommendations