Bartholomae, David. “Inventing the University” (623)

Bartholomae, David. “Inventing the University” (623).
“The student has to learn to speak our language, to speak as we do, to try on the peculiar ways of knowing, selecting, evaluating, reporting, concluding, and arguing that define the discourse of our community” (623).
I need to remember this.
“he must dare to speak it or to carry off the bluff, since speaking and writing will most certainly be required long before the skill is ‘learned’” (624).
Our students need to know that part of what we do in “discourse” is simply assuming the language of the community.
“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 of authority, the voice of a teacher giving a lesson or the voice of a parent lecturing at the dinner table (625).
“A ‘commonplace,’ then, is a culturally or institutionally authorized concept or statement that carries with it its own necessary elaboration” (626).
“Expert writers. . ., can better imagine how a reader will respond to a text and can transform or restructure what they have to say around a goal shared with a reader” (627).
“What these assignments fail to address is the central problem of academic writing, where a student must assume the right of speaking to someone who knows more about baseball or “To His Coy Mistress” than the student does, a reader for whom the general commonplaces and the readily available utterances about a subject are inadequate” (629).
“It is possible, however, to the the problem as (perhaps simultaneously) a problem in the way subjects are located in a field of discourse” (629).
“A writer does not write (and this is Barthe’s famous paradox) but is, himself, written by the language available to him” (631).
“The student, in effect, has to assume privilege without having any” (632).
“It is true, I think, that education has failed to involve students in scholarly projects, projects that allow students to act as though they were colleagues in an academic enterprise” (632).
Students must realize they can place themselves in an academic discussion.
“Our students, however, must have a place to begin. They cannot sit through lectures and read textbooks and, as a consequence, write a sociologists or write literary criticism. There must be steps along the way. Some of the steps will be marked by drafts and revisions” (645).
How would I go about trying to introduce students to academic language?
“The challenge to researchers, it seems to me, is to turn their attention again to products, to student writing, since the drama in a student’s essay, as he or she struggles with and against the languages of our contemporary life, is as intense and telling as the drama of an essay’s mental preparation or physical production” (649).