Communicating at university - Bizzell

Bizzell, Patricia, 1986, 'What happens when basic writers come to college', College Composition and Communication, vol.37, no.3, pp.294-301

A discussion on the intellectual adjustment required by students entering higher education and the difficulties this can cause. Also provides an introduction to the work of William Perry who has provided an influentual scheme of the intellectual and ethical development required of students in the process of becoming acculturated to the Western university discourse community and its world view.

What do you think Bizzell means by her use of the terms 'outlandishness' and 'outlanders'?

Bizzell is using metaphor to describe the cultural disparity of some students entering higher education; while there may be some students seem able to blend into the culture of higher education there are others that stand out because of the greater difference between their home culture and the culture of the college. These students are like foreigners or outlanders.. they visibly stand out because they have quite obviously not acculturated into the college.

What are the three cultural clashes experienced by students in their acculturation to the university? How do these three interact?

The first obvious cultural clashes is language or dialect - the university dialect is of a specific standard, which creates different degrees of difficulty for students who are struggling to communicate in the university. The second is discourse or the manner of communicating, for example the writing style used for essays. Both language and discourse style are shown to contribute to a specific way of thinking, so if there are clashes in either of these it follows on there will be a cognitive clash. Bizzell argues that focussing on merely one or two of these is too narrow a view, and that they should be treated overall using the notion of a 'language community', which ties the three together to form a particular world view.

What world views do basic writers bring to college?

Basic writers bring a world view with them that is very different to what they encounter at college. It is so different that there is a 'clash' of cultures. It is a world view that requires some adjustment on the part of the student in order for them to progress through college.

What is the new world view demanded in college? What are the essential components of Perry's scheme of intellectual and ethical development?

The world view demanded in college is the outcome of the closely linked dialect, discourse forms and ways of thinking required in higher education. These all lead the student to question knowledge in a way which clarifies or challenges, to seek and produce evidence which supports knowledge, and to dispel assumptions which cannot be backed by logical thought.

Perry's scheme of intellectual and ethical development of students in the culture of higher education is one that recognises the learner as someone who believes there are no 'Absolutes', and questions even their own long accepted beliefs. In analysing and evaluating knowledge the learner must also examine how data is organised - how knowledge is backed up by evidence, compare this to other learners to form 'Commitments'. By forming a commitment the learner is establishing a relationship with other like minded groups, which rules out autonomous motives. The learner seeks integrity of knowledge, integrity of self and they are likely to preserve the links to home culture which help them achieve this.

Do basic writers have to give up the world views they bring to college in order to learn the new world-view?

As put forward in Perry's model of intellectual and ethical adjustment, it is likely the student will not give up their own world views, although there is just as likely to be some adjustment due to the critical and dominating nature of the new world view. In most cases the student's home world view will remain a guiding influence in the way they examine knowledge, it gives them a context while being guided within the greater context of the new world view of higher learning.