Fake It Till You Make It

Students new to the collegiate experience are thrown into mature classes full of academic discourse. They must actively participate as though they are seasoned veterans of the topic, all while having limited skills to perform well. Discourse is defined as written or spoken communication or debate, meaning the subject of study is present in all aspects of a student’s life. Whether it be academic writing and classes, or the social discourse of a cafeteria students are surrounded. David Bartholomae offers insight into the problems students have while navigating these debates.

With a PhD in rhetoric and composition Bartholomae has seen both sides of the student’s struggle in academic discourse, both from the teacher’s review and as a student of english himself.

In David Bartholomae’s Inventing the University, the author explains that inexperienced writers struggle to be convincing due to non authoritative language and inconsistent writing. Students therefore are forced to “fake it till they make it” and try their best even without the skills they need to be successful.

He continues in the piece to present examples of “basic writers”, listing the faults within each student example. This piece was written for other professors and those Bartholomae would consider his peers. Inventing the University offers insight into the broad reasons students fail to be convincing writers as well as more particular examples and specific steps to correct their mistakes. Having this insight allows professors to insure their students are effective writers and are accurately participating in academic discourse.

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David Bartholomae discusses with other professors the experience of young writers and how to fix their writing using ethos and pathos. Ethos is a persuasive appeal based on the character or projected character of the speaker or writer; also called the ethical appeal. This is often looked at as why the reader should believe the author. Aristotle stated, “We believe fair minded people to a greater extent and more quickly than we do others.” (Citation ?) It is what about the reader that gives them authority. Pathos is the appeal of feelings, using the audience’s emotional response to be convincing. This is considered one of the most commonly used motives in writing because emotion creates such a visceral reaction. In “Inventing the University”, David Bartholomae posits convincingly through ethos and pathos that students have to “fake it till they make it” in order to explain how inexperienced students are ineffective in relation to active discourse and writing.

When considering credibility, establishing common ground is the first thing an effective paper does. In David Bartholomae’s Inventing the University, one of the first uses of pronouns are that of first person. Bartholomae addresses the reader stating “Every time a student sits down to write for us, he has to invent the university…” (citation?). By using “us” he sets up the information to be presented to a first person plural- he is addressing his peers. This is an effective way to create common ground because it establishes that Bartholomae is someone who could also benefit from the following messages about students. He is also a teacher with students who sit down to write for him. “The student has to learn to speak our language, to speak as we do…” (citation?) Bartholomae proposes that students have to conform their writing styles to match the way their professors do, something he is used to seeing as an instructor. This personal experience highlighted by Bartholomae’s use of first person “us” and “we” build up common ground that is easily relatable to those reading- teachers. This use of ethos relies on the backbone of other important main motive, authority.

Ethos is persuasive because it presents the research as one backed by an authority. David Bartholomae through his many years and published works in English Rhetoric has garnered him authority in the subject. He states “It is not uncommon, then, to find such breaks in the concluding sections of essays written by basic writers.”(Citation?) Bartholomae puts in specific examples and exact remedies to the faults in the student’s work. This gives Bartholomae an air of intelligence, he knows of what he speaks. He is an authority in the subject and this makes him more believable. “Teaching students to revise for readers, then, will better prepare them to write initially with a reader in mind” (Citation?), Bartholomae is presenting a concrete solution to the problem of inexperience. He uses his expertise and reputation to assert his authority in the topic. This becomes very convincing because it shows other teachers that he knows enough, and has seen enough from students to make such an assertive blank statement. Bartholomae is so matter of fact about his complaints in student writing that his instructional tips are trusted. Trust comes from ethos, built on the back of authority and common ground.

While David Bartholomae’s Inventing the University is chalk full of ethos, pathos however is less present. Pathos if used correctly creates strong instinctive reactions often overshadowing the main message of a piece. Throughout the piece Bartholomae uses a calm, helpful tone he states “I am continually impressed by the patience and goodwill of our students.” (Citation?) By refraining from using strong and overly negative language, he is able to more strongly connect with his audience. In “Reconsiderations: ‘Inventing the University’ at 25: An Interview with David Bartholomae” published in 2011, Bartholomae contemplates on what he wished to communicate about basic writers through this piece, “More than anything else, though, I wanted to honor the moment when a student sits down to write for us, to take seriously the challenge and the opportunity, and to recognize, as I think I do in the readings of the student papers (and papers written under such dreadful conditions) that serious intellectual effort is possible, that there are real individual achievements, even under such conditions, that we often get more than we deserve, and that these writers deserve our respect and attention.” (269) Had he come off more powerful in his pathos, his audience of teachers would have turned away from his ethos- seen it has less credible for not being open to opposition. The relaxed language in this piece in turn motivates the audience to also be relaxed in what is a high stress situation; the teaching of students is an anxious process.

After all, teachers are responsible for the growth and development of their young scholars. If however Bartholomae lacked any form of critical language, the importance would be lost. He takes this critical tone when he says “It is very hard for them to take on the role- the voice, the persona- of an authority whose authority is rooted in scholarship, analysis or research. They slip, then, into a more immediately available and realizable voice of authority…” (citation?) Even while criticizing, Bartholomae uses sympathetic language. By acknowledging that he is aware of the challenges facing students, “It is hard for them” Bartholomae becomes more approachable and less harsh. He uses this pathos to accredit himself and open the discussion for opposing views while still attaining a level of severity that progresses his message. Despite its weak presence, pathos in Inventing the University clearly serves a convincing purpose.

David Bartholomae wrote Inventing the University to help teachers see the struggles in inexperienced writers as well to posit solutions to these faults. While this piece is aimed at Bartholomae’s peers, it also speaks heavily to students. As a student myself, I connect to Bartholomae’s message. I want to “invent” the university. Right out of high school we are so underprepared and limited compared to our teachers who have devoted their lives to a specific discourse. There is a sense of immense pressure to suddenly be able to write as well as someone who has a PhD in English. Students lack the skills they need to be an convincing and to be an authority, however they rise to the occasion, with a few slips, in participating in active academic discourse. We, the students, attain specific jargon to fit in with the class. We write at a level higher than we ever did in high school in hopes to appeal to our teachers. In prayers of becoming an authority. Bartholomae meant to connect with students like this to help them in their writing, and with professors to help them teach students.

Ethos and pathos motivate Bartholomae’s audience- teacher or student, to see the faults in “basic writers” and ascertain why their writing is ineffective. Students must learn to write in the capacity of their teachers, write to their audience. Students have to allocate this discourse (or be appropriated by it) to pass as members of the academic assembly. To be taken seriously in discourse, authoritative writing is vital. Ethos in itself is gained by accurate writing and analysis. Attaining membership with in a students community fail because they lack the capacity to find some compromise between idiosyncrasy, personal history, and the requirements of the conventions available in their fields of study. When one writes well and participates convincingly in discourse, they find authority- even if they are just faking it till they make it.