Wrd 301 Formal Report
-
Upload
jessicashamshura -
Category
Documents
-
view
224 -
download
0
Transcript of Wrd 301 Formal Report
8/12/2019 Wrd 301 Formal Report
http://slidepdf.com/reader/full/wrd-301-formal-report 1/12
Publicity and Power Structure Discipline in High
School
Jessica Shamshura
WRD 301: Writing In Workplace Contexts
Professor Sarah Read
June 1, 2012
Table of Contents
.....................................................................................................................Introduction 2
...................................................................................................Methods/Procedures 2................................................................................................Background of Interviewee 3
..........................................................................................................................Interview One 3.........................................................................................................................Interview Two 3
..............................................................................................................Secondary Research 3
..................................................................................................Results & Discussion 4.........................................................................................................................................Thesis 4
........................................................................................................................Genre Analysis 4......................................................................................................Content 4.....................................................................................................Structure 5
........................................................................................................Format 5......................................................................................Linguistic Features 5......................................................................................Rhetorical Appeals 5
..............................................................................................................................................GEM 6......Figure 1: Genre Ecology Map (GEM) of a high school Discipline Referral. 6
..................................................................................................References 9
....................................................................................................................Attachments 9................................................................................................................Discipline Referral 9
8/12/2019 Wrd 301 Formal Report
http://slidepdf.com/reader/full/wrd-301-formal-report 2/12
2
Introduction
This report is the result of a quarter long project assigned in a Writing in Workplace
Contexts class at DePaul University. The purpose of this project was to research the
function of writing in a workplace of choice and report findings in a step by step processincluding business letters, formal reports, memos, and finally a formal report.
This formal report focuses on Administrator X’s writing in the setting of a suburban
public high school. More specifically, how the genre of a Discipline Referral plays a role
in his position as well as incorporates co-workers and others around him. Through
conducting interviews and secondary research and creating a genre ecology map, an
analysis of how publicity (laws and visibility to public) and power shape a Discipline
Referral is developed.
There is a very strict written process for the implementation of discipline, especially formajor infractions, which will be discussed in detail later. However, that is not to speak to
the culture of the high school workplace as a whole. A lot of talking in passing is done
among administrators, however it should not be put off as unimportant. Like researcher
Peter C. Gronn says in his article “Talk as the Work: The Accomplishment of School
Administration”:
“Not only do administrators spend much of their time talking and that this talking
accomplishes administration, but that talk is used to do the work of tightening and
loosening administrative control” (1).
This speaks to the way in which administrators have power. And though a Discipline
Referral, and all other forms of writing that are involved, have strict guidelines via the
Discipline and Referral Guideline Handbook, there is still a lot of unwritten work that is
just as important to the genre of a Discipline Referral.
Methods/Procedures
In order to fully complete this report, two types of research were used. First, were two
interviews with a high school administrator X, which became the primary source for this
report. Then, information from articles found through Google Scholar became the
secondary source. Compiling the two types of sources with knowledge gained in Writing/
Workplace Contexts allowed for the completion of this report.
8/12/2019 Wrd 301 Formal Report
http://slidepdf.com/reader/full/wrd-301-formal-report 3/12
3
Background of Interviewee
Administrator X has been a part of his current district for six years. He has been at his
current high school (the one used in this study) for the past four years, but before that he
was a teacher’s assistant for one year and taught for one year at another high school in the
district. He teaches in the English department and this past year was promoted to Dean ofStudents. He now teaches for half the day and administers the other half. As Dean, he is
responsible for students’ attendance and disciplinary actions.
Interview One
The purpose of the first interview was to gain a wide range of background information
about the high school; more specifically as a workplace for an administrator. Topics
discussed were the types of writing administrator X did, the specific people who he was
communicating with, and how writing has changed since he first entered the workplace.
It was a face-to-face interview carried out on April 26, 2012 in administrator X’s office.
All notes of the interview were typed by the interviewer.
Interview Two
The purpose of the second interview was to focus in on a more specific genre of writing
(a discipline referral) within the workplace. Topics discussed were the administrator X’s
role in a discipline referral, the role of other co-workers in a discipline referral, and other
pieces of writing that came as a result of a discipline referral. The function and structure
of a referral were a large part of the conversation, as well. Again, it was a face-to-face
interview carried out on May 21, 2012 in administrator X’s office. All notes of theinterview were typed by the interviewer.
Secondary Research
When it came to secondary research, it was difficult to find information about writing in
terms of high school staff instead of high school students. However, using Google
Scholar helped find the article titled “Talk as the Work: The Accomplishment of School
Administration.” Although the article was less about writing and more about talking it
still helped prove that talking is an inevitable aspect of administrative work. This article
supplemented the two interviews done with Administrator X well.
8/12/2019 Wrd 301 Formal Report
http://slidepdf.com/reader/full/wrd-301-formal-report 4/12
4
Results & Discussion
Thesis
A Discipline Referral acts as the initial step in archiving a discipline report. It is the most
important aspect of Administrator X’s job and, in comparison to all other communication
in the work place, one of the most strict genres. However, there is less strict talking that
plays an important role in Discipline Referrals. While allowing the student to share their
story, a Discipline Referral shows that the staff holds authority. A Discipline Referral
establishes legitimacy and efficiency based on publicity and power relationships
Genre Analysis
Content
Within the one double sided page of a Discipline Referral (attached at the end of the
report) is included the student’s identification information, infraction, staff statement,
student statement, action, and next incident action.
• The student’s identification information is a small portion of the document
containing name, date, I.D. number, and time (period) of infraction.
• The infraction section allows the staff member to select from a list of given
infractions.
• The staff statement section is where the staff can write out his/her own personal
interpretation of the scenario.
• The student statement is where the student has the opportunity to admit or deny the
claim as well and write out his/her own personal interpretation of the scenario.
• The action section allows the staff in charge of discipline (an administrator) to
select from a list of given consequences.
• The next incident section allows the staff in charge of discipline (an administrator)
to select, from a smaller list of given consequences, what will happen if the student
happens to commit the infraction again.
8/12/2019 Wrd 301 Formal Report
http://slidepdf.com/reader/full/wrd-301-formal-report 5/12
5
Structure
The structure of a Discipline Referral is organized chronologically. First the staff member
establishes the infraction. Then, the student has the opportunity to respond. Both of these
must be done before a punishment can be enforced, which is what comes next on theDiscipline Referral. And finally, beyond present tense possible future actions are
established, as well.
Format
The format of a Discipline Referral is multiple choice with minimal room for explanation
or details. Both sides of the scenario as well as consequences are all covered in one page.
This is because the form is a tool to gather relevant information in a way that can be
easily summarized and presented. It should be quick to fill out as it is only used for data
collection purposes and a more detailed account of the scenario gets discussed ifnecessary.
Linguistic Features
The style of writing necessary to complete a Discipline Referral is very dry and to the
point. In fact, all the infractions are previously established and the students actions must
fit into one of sixty-two descriptions (there is a choice “other” that provides some room
for variation). This puts a reasonable limit on Discipline Referrals in order to achieve
efficiency. Otherwise each scenario could be described as a different infraction. Also,
staff and students are only given 3-5 lines to claim their side of the situation.
There is also room for variation in the staff and student statements. However, staff must
be particular in their wording. The use of relative terms such as “better” are to be
avoided. According to administrator X, they may not use words such as “jerk” or other
derogatory terms. “Basically, everything is a euphemism” he said. This is for reasons of
publicity. If the Discipline Referral were to end up becoming evidence in a police report
(as they often do in serious situations) the staff member has to seem as unbiased and
professional as possible.
Rhetorical Appeals
In a Discipline Referral the appeal to logos comes from the chronological order of the
document as well as the space provided for written explanation. The staff makes their
claim and the student is given the opportunity to admit or deny the scenario before an
action is determined. Also, the space for a written explanation shows that there is reason
behind the selection of one of sixty-three preexisting infractions.
8/12/2019 Wrd 301 Formal Report
http://slidepdf.com/reader/full/wrd-301-formal-report 6/12
6
The appeal to ethos comes from each particular staff statement. Keeping in mind the
language they are supposed to be using due to possible publicity, staff can show their
character. Even though they have the power in the situation, staff members still use
euphemisms to make themselves worth listening too and not just seem like angry
attackers on students.
The Discipline Referral document gives minimal opportunity for an appeal to pathos,
mostly because of its nature of legitimacy and efficiency. However, it cannot be denied
that the student statement often appeals to emotions. Students are, undoubtedly, trying to
avoid punishment and when they are actually in the wrong emotions are their main
appeal.
GEM
The Genre Ecology Map presented in Figure 1(below) shows how a Discipline Referralgoes far beyond a one page written document. There are varying situations calling for
various documents beyond the Discipline Referral itself as well as the involvement of
multiple players.
Figure 1: Genre Ecology Map (GEM) of a high school Discipline Referral.
8/12/2019 Wrd 301 Formal Report
http://slidepdf.com/reader/full/wrd-301-formal-report 7/12
7
Intertextuality
A Discipline Referral stems from two situations; a minor infraction or a major infraction.
As can be seen in the GEM, a minor infraction is usually accompanied by a Write-up Slip
which is often not converted into a Discipline Referral unless it happens multiple times.
Major infractions, however, are immediately turned into Discipline Referrals. Thedifference between a major infraction and a minor infraction are distinguished in the
Discipline and Referral Guideline Handbook, which will be discussed in more detail later.
Stemming from the Discipline Referral are things such as Database Entry, Letters Home,
and Police Reports. Database Entry is simply a form of efficiency and a tool for storing
information. Like Spinuzzi says, Database Entry is the use of “one genre to provide a
permanent record of another. It is nothing more than a transfer of information done by the
Secretaries. This shows the distribution of power and who is in charge of how much.
However, it is nevertheless an important aspect of the GEM in Figure 1 because with out
this information transfer organization would be difficult.
Letters Home become the next step of the process getting parents involved in disciplinary
actions. Not only is another document brought into the picture, but another player as well.
Letters Home are formal documents written by administrators. There are templates of
Letters Home for each type of infraction. Again, this is a tool for efficiency. Further
stemming from Letters Home are the potential for E-mails from parents. Though
administrators cannot formally E-mail parents about Discipline Referrals, parents can
start that line of communication.
In terms of carrying out the actual consequences, a Discipline and Referral Guideline
Handbook is brought into the picture. Since there has to be uniformity across
punishments the Handbook creates it. Though Administrators typically have the most
power in this type of situation, they still have to be kept under some control.
When Discipline Referrals go beyond school administrative control, Police and Police
Reports are introduced into the GEM. Again in reference to Spinuzzi’s intertextuality, the
Discipline Referral is able to be “attached to” the Police Report. The Discipline Referral
then becomes evidence in a case that is taken beyond the high school disciplinary control.
Overall, there is constant interaction happening while carrying out disciplinary actions,
whether it is between Administrators and their Secretaries, Administrators and parents, or
Administrators and outside forces such as Police. Though documents vary from
interaction to interaction, they all stem from a Discipline Referral and an Administrator
and that is what makes them intertextual.
8/12/2019 Wrd 301 Formal Report
http://slidepdf.com/reader/full/wrd-301-formal-report 8/12
8
Talking is Invisible
Though it is not incorporated in the GEM because it is not a form of writing, talking is a
large part in the decision making process of discipline, especially in major infractions or
minor infractions that become repetitive. Administrator X explained how when a situation
needs serious attention, beyond Referrals and Letters Home, a group of administratorshave a meeting where they discuss the problem face-to-face. This is done before anything
official is decided or written down. That should speak for itself as to how large of a role
talking plays.
Conclusions & Implications
As you can see, the possibility of publicity and the power relationships structure the
genre of Discipline Referrals in the public high school as a workplace. Not only is there
the chance that a referral could be used as evidence in a police report, but laws like the
Freedom of Information Act (FOIA) allow for any public school documents to be
reviewed when necessary. Both of these factors are kept in mind while choosing how to
word a Discipline Referrals.
Varying relationships among colleagues are inevitable. Some administrators feel more
comfortable with one another and therefore can communicate issues more loosely, while
others maintain a strictly formal relationship. The same can be said about relationships
between administrators and the staff below them. This can, without a doubt, alter the
consequences for infractions.
On a higher scale, things like personal relationships and advancing technology have also
had a significant impact on Discipline Referrals as well as the workplace as a whole. Just
like the power relationship among colleagues, the relationship an administrator has with a
student can also alter the consequences. It is not unheard of that students get let off easy
because they have a good relationship with an administrator, who ultimately has the
power.
Overall, there is a balance between loose and strict writing and communication in general
and a known time and place for each. Things that are written down are concrete and
essentially forever. However, that does not leave verbal communication out of the picture.In the high school as a workplace, verbal communication can be seen as a means to an
end; a more interactive way to achieve an effective outcome.
8/12/2019 Wrd 301 Formal Report
http://slidepdf.com/reader/full/wrd-301-formal-report 9/12
9
References
Gronn, Peter C. "Talk as the Work: The Accomplishments of School Administration."
Administrative Science Quarterly 28.1 (1983): 1.
Nathaniel, L. (2012, April 26). Personal Interview.
Nathaniel, L. (2012, May 21). Personal Interview.
Short Memo Report by Jessica Shamshura completed May 2, 2012.
"Welcome to the Purdue OWL." Purdue OWL: Handbook on Report Formats. Web. 30
May 2012. <http://owl.english.purdue.edu/owl/resource/726/01/>.
Attachments
Discipline Referral
8/12/2019 Wrd 301 Formal Report
http://slidepdf.com/reader/full/wrd-301-formal-report 10/12
10
8/12/2019 Wrd 301 Formal Report
http://slidepdf.com/reader/full/wrd-301-formal-report 11/12
11
8/12/2019 Wrd 301 Formal Report
http://slidepdf.com/reader/full/wrd-301-formal-report 12/12
12