Academic discourse is the dialogue and the way of communicating in the classroom. Academic discourse is the dialogue and the way of communicating in the classroom. Both articles come to ask the same question, “Has academic discourse changed and whether or not new discourse is improved?” Academic discourse has changed over time because the 21st century has evolved from before. Communication in the classroom has decreased. Everything is mostly done on the computer. In the past, technology was not used very often, and students learned better. Group activities, class discussions, and presentations are still used. Now, students and even teachers turn to the internet for information. Before, encyclopedias and other books were what everyone turned to. For example, if a question is asked and no one knows the answer, instead of looking for the information in books; our first solution is to Google to find the answer.
The answer to this question can be discussed in the article “Hybrid Academic Discourses: What, Why, How” by Patricia Bizzell (1999), who is a professor of English at the College of Holy Cross, where she engaged in the writing-across-the-curriculum program, the peer tutoring workshop, and honors program. Bizzell states that discourse is described as a community, which is the presence of people. Bizzell then proceeds to discuss that hybrid academic discourses are non-academic discourse that blends with traditional academic discourses to form new hybrids. Bizzell then gives examples of scholarly authors to prove her point such as Lives on the Boundary by Mike Rose, Listening to the World by Helen Fox, and Bootstraps: From An American Academic of Color by Victor Villanueva Jr (Bizzell, pg. 12). Another answer to this question is mentioned in the article “Cultivating Transcultural Citizenship: A Writing Across Communities Model” Juan C. Guerra (2008). Guerra states that the writing of students is important. Guerra states that schools are not keeping in mind that students bring different cultures with them and their writing. They replace students’ language and culture with what they think is standard in the classrooms. Guerra mentions Writing Across the Curriculum (W.A.C.) 1 & 2 which strives to help students with their writing. W.A.C. lets students use experiences in their writing.
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From thorough research, academic discourse/ literacy has changed over time but is better for the future or not. It’s safe to say that academic discourse has evolved and it’s better for the future of literacy. The academic community is important in writing. The two sources from Bizzell and Guerra are relatable and non-relatable to show how literacy has evolved academically. Patricia Bizzell states that new hybrid discourses are more diverse than traditional discourse. She states that the new hybrid discourses are “more rigorous and have appeared in top-rank journals and presses” (Bizzell, 1999, p. 11). The new hybrid discourses “allow individuals to intellectual work, whereas in the traditional discourse could not be done” (Bizzell, 1999, p. 12). Both articles are aimed at the community academically and whether or not the new change is better. Another main point that both authors use is the evolution of academic discourse. Although these two articles are similar, the author's case in point is quite different.
Guerra addresses how the community tries to change the culture of some students to their standards whereas Bizzell focuses on the traditional vs hybrid discourses. The new hybrid discourses are the new forms of work that writers use. The hybrid discourses will help the students, or any writer explore new methods and communicate through their writing effectively (Bizzell, 1999, p. 12). The evolution of writing teaches students how to write appropriately, productively, ethically, etc (Guerra, 2008, p. 299). The discourse and writing of academics have evolved tremendously. It’s not going to stay the same forever, but change is good. Guerra mentions an author, Dyson, who calls a permeable curriculum, a curriculum that helps students integrate the various forms of knowledge available in their homes, their communities, and their classrooms (Guerra, 2008, p. 301). Ultimately, what the authors of these two texts are trying to prove is that academic discourse/ literacy has changed, and it is indeed better for the academic community.
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