209:
Bartholomae (1986) suggested, is for writers to "build bridges" (p. 407) between themselves and their target audience. In order to successfully manipulate readers, writers must be able to find common ground with their audience before moving to more controversial arguments; moreover, to better accommodate their audience, advanced writers not only find common ground with their readers, but also understand their position and knowledge.
251:, Bartholomae and Elbow initiated a prominent discussion regarding personal and academic writing, one which spilled over into the pages of academic journals and was taken up by additional scholars in subsequent years. While both Bartholomae and Elbow agree that training for academic writing should be an integral component of any student's undergraduate journey, they disagree with exactly how the training should be implemented.
205:, Bartholomae (1986) suggests that when college students write, they learn to communicate with academic communities by assembling and mimicking the language found within the scholarly world; that is, students must discover the idiosyncratic ways of knowing, selecting, evaluating, reporting, concluding, and arguing that define the discourse of the post-secondary community (p. 403).
212:
Bartholomae's book, "Like What We
Imagine: Writing and the University", returns to the place of student writing in the university curriculum. In his introduction to the book he says: "This is an end-of-career book, a collection of late essays that reflect on the teaching of reading and writing, on
230:
are to help students develop their writing skills, they must first understand why basic writers make certain mistakes (p. 254). He asserts that the mistakes of basic writers are intentional, catalyzed by a deficient understanding of, and inability to properly identify, how academic language sounds
213:
the challenges and value of students' work, and on the place of
English in the university curriculum. The chapters are unified by a thread that connects some of the books and ideas, people and places, students and courses that have shaped and sustained my work as a scholar and teacher over time."
208:
Bartholomae (1986), however, admitted to the difficulty of such a task; in fact, he stated it is difficult for basic writers "to take on the role – the voice, the person – of an authority whose authority is rooted in scholarship, analysis, or research" (p. 405). The solution to this problem,
221:
Throughout "The Study of Error", Bartholomae (1980) expounds upon the idea that basic writers must be able to "transcribe and manipulate the code of written discourse" in order to develop expert abilities (p. 268). Bartholomae (1980) begins his argument by citing
231:(Bartholomae, 1980, p. 263). Therefore, similar to his claims set forth in "Inventing the University", Bartholomae again suggests that instead of attempting to fix errors via drills and practice sentences, basic writers must learn to understand the code of written
270:, Elbow's scholarship suggests that writing belongs to the writer from the beginning, arguing that students learn by writing without teachers – citing diaries, letters, personal narratives, and poems as examples of his theory (p. 145).
266:. While Bartholomae asserts that writers must first prove their worth by mimicking the language used throughout discourse communities and argues more power should be given to teachers, Elbow claims just the opposite. As evidenced in
99:
Writing on the
Margins: Essays on Composition and Teaching, The Teaching of Writing: The Eighty fifth Yearbook of the National Society for the Study of Education, Facts, Artifacts and Counterfacts: Reading and Writing in Theory and
200:
should be a primary ingredient of any first-year writing course, is argued in his widely recognized essay, "Inventing the
University". Throughout his essay, known as perhaps one of the most cited and influential in the field of
273:
Over the years, the two scholars have concluded their debate by essentially agreeing to disagree. In fact, in "Being a Writer vs. Being an
Academic: A Conflict in Goals", an essay published in a 1995 issue of the journal
262:
community; contrary to Elbow, he claims that teachers play a vital role in student development, as they construct assignments that allow pupils to mimic the voice(s) within academic
248:
181:
177:
550:
500:
540:
555:
278:, Elbow writes: "this is what we academics do: carry on an unending conversation not just with colleagues but with the dead and unborn" (p. 79).
468:
451:
172:
Series in
Composition, Literacy, and Culture, a leading list of monographs in the field. Bartholomae served on the Executive Council of the
545:
247:
in a long public debate regarding the role of the university-level student writer. Specifically, at the 1989 and 1991 meetings of the
505:
560:
565:
169:
173:
126:
469:"Obituary: David John Bartholomae, Ph.D. | Professor who led Pitt's English department and focused on writing"
185:
287:
243:
Some of
Bartholomae's claims have created controversy among colleagues. Most notably, Bartholomae engaged
227:
510:
495:
255:
535:
530:
311:
The
Teaching of Writing: The Eighty fifth Yearbook of the National Society for the Study of Education
202:
146:
130:
114:
180:
and president of the
Association of Departments of English. In 1985, Bartholomae was the Chair of
420:
122:
447:
254:
As a trailblazing social constructionist, Bartholomae's scholarship hinges upon the notion of
412:
223:
150:
379:
1985–1989: Chair, Conference on
College Composition and Communication (officer’s rotation)
300:
Like What We Imagine: Writing and the University. (University of Pittsburgh Press, 2021).
290:
home in Pittsburgh, Pennsylvania, on April 4, 2023, from head and neck cancer. He was 75.
313:, ed. with Anthony R. Petrosky (Chicago: NSSE and The University of Chicago Press, 1986).
125:
in 1975 and was a Professor of English and former Chair of the English Department at the
524:
440:
59:
ADE/MLA Francis Andrew March Award, CCCC Exemplar Award, MLA Mina Shaughnessy Award
244:
376:
1987: Distinguished Achievement Award, Educational Press Association of America
73:
317:
Facts, Artifacts and Counterfacts: Reading and Writing in Theory and Practice
263:
259:
232:
197:
196:
One of Bartholomae's most renowned claims, that the acquisition of academic
235:, and mimic the voice of the language found within the academic community.
516:
Peter Elbow's "Being a Writer vs. Being an Academic: A Conflict in Goals"
342:, with Anthony R. Petrosky (Boston: Bedford Books, 1987). Seven editions.
142:
138:
134:
515:
424:
307:(Hardcover: Palgrave/Macmillan; Softcover: Bedford/St. Martins), 2005.
168:
Bartholomae was also the co-editor, with Jean Ferguson Carr, of the
416:
258:
and makes suggestions on how students should enter the academic
153:. His articles and essays have appeared in publications such as
319:, with Anthony R. Petrosky (Montclair, NJ: Boynton/Cook, 1986).
118:
496:
David Bartholomae's homepage at the University of Pittsburgh
113:(April 20, 1947 – April 4, 2023) was an American scholar in
305:
Writing on the Margins: Essays on Composition and Teaching
367:
1997–2002: Executive Council, Modern Language Association
336:, with Anthony R. Petrosky (Boston: Bedford Books, 1994).
330:, with Anthony R. Petrosky (Boston: Bedford Books, 2003).
501:
Pittsburgh Series in Composition, Literacy, and Culture
364:
2003–2006: Executive Committee and President-Elect, ADE
403:
Various (1995). "Responses to Bartholomae and Elbow".
373:
1992: Distinguished Alumnus, Ohio Wesleyan University
16:
American professor in composition studies (1947–2023)
334:
Reading the Lives of Others: History and Ethnography
249:
Conference on College Composition and Communication
178:
Conference on College Composition and Communication
95:
87:
82:
72:
67:
55:
43:
28:
21:
439:
382:1982: Fulbright Lecturer (Universidad de Deusto)
370:1995: Chancellor’s Distinguished Teaching Award
506:David Bartholomae's "Inventing the University"
8:
188:"Freshman English, Composition, and CCCC.”
18:
340:Ways of Reading: An Anthology for Writers
551:American academics of English literature
511:David Bartholomae's "The Study of Error"
352:2008: ADE/MLA Francis Andrew March Award
129:. His primary research interests are in
395:
358:2005: MLA Mina Shaughnessy Award, for
141:, and his work engages scholarship in
446:(2nd ed.). New York: Oxford UP.
405:College Composition and Communication
276:College Composition and Communication
163:College Composition and Communication
7:
541:Deaths from cancer in Pennsylvania
467:Crompton, Janice (April 4, 2023).
14:
328:Ways of Reading: Words and Images
556:University of Pittsburgh faculty
385:1980: Richard B. Braddock Award
170:University of Pittsburgh Press
1:
226:'s claim that if teachers of
174:Modern Language Association
582:
192:"Inventing the University"
546:Rutgers University alumni
355:2006: CCCC Exemplar Award
104:
63:
442:Writing Without Teachers
286:Bartholomae died at his
268:Writing Without Teachers
176:and as president of the
127:University of Pittsburgh
561:Writers from Pittsburgh
473:Pittsburgh Post-Gazette
239:Debate with Peter Elbow
566:Social constructionism
360:Writing on the Margins
111:David John Bartholomae
438:Elbow, Peter (1998).
256:discourse communities
217:"The Study of Error"
186:CCCC Chair's Address
184:, where he gave his
147:American literature
115:composition studies
91:Composition studies
68:Academic background
159:Critical Quarterly
123:Rutgers University
117:. He received his
78:Rutgers University
453:978-0-19-512016-5
108:
107:
23:David Bartholomae
573:
483:
482:
480:
479:
464:
458:
457:
445:
435:
429:
428:
400:
224:Mina Shaughnessy
151:American Studies
50:
38:
36:
19:
581:
580:
576:
575:
574:
572:
571:
570:
521:
520:
492:
487:
486:
477:
475:
466:
465:
461:
454:
437:
436:
432:
402:
401:
397:
392:
349:
296:
284:
241:
219:
194:
48:
34:
32:
24:
17:
12:
11:
5:
579:
577:
569:
568:
563:
558:
553:
548:
543:
538:
533:
523:
522:
519:
518:
513:
508:
503:
498:
491:
490:External links
488:
485:
484:
459:
452:
430:
417:10.2307/358872
394:
393:
391:
388:
387:
386:
383:
380:
377:
374:
371:
368:
365:
362:
356:
353:
348:
345:
344:
343:
337:
331:
321:
320:
314:
308:
302:
295:
292:
283:
280:
240:
237:
218:
215:
193:
190:
106:
105:
102:
101:
97:
93:
92:
89:
88:Main interests
85:
84:
80:
79:
76:
70:
69:
65:
64:
61:
60:
57:
53:
52:
51:(aged 75)
45:
41:
40:
39:April 20, 1947
30:
26:
25:
22:
15:
13:
10:
9:
6:
4:
3:
2:
578:
567:
564:
562:
559:
557:
554:
552:
549:
547:
544:
542:
539:
537:
534:
532:
529:
528:
526:
517:
514:
512:
509:
507:
504:
502:
499:
497:
494:
493:
489:
474:
470:
463:
460:
455:
449:
444:
443:
434:
431:
426:
422:
418:
414:
410:
406:
399:
396:
389:
384:
381:
378:
375:
372:
369:
366:
363:
361:
357:
354:
351:
350:
346:
341:
338:
335:
332:
329:
326:
325:
324:
318:
315:
312:
309:
306:
303:
301:
298:
297:
293:
291:
289:
281:
279:
277:
271:
269:
265:
261:
257:
252:
250:
246:
238:
236:
234:
229:
225:
216:
214:
210:
206:
204:
199:
191:
189:
187:
183:
179:
175:
171:
166:
164:
160:
156:
152:
148:
144:
140:
136:
132:
128:
124:
120:
116:
112:
103:
98:
96:Notable works
94:
90:
86:
83:Academic work
81:
77:
75:
71:
66:
62:
58:
54:
47:April 4, 2023
46:
42:
31:
27:
20:
476:. Retrieved
472:
462:
441:
433:
411:(1): 84–92.
408:
404:
398:
359:
339:
333:
327:
322:
316:
310:
304:
299:
285:
275:
272:
267:
253:
242:
220:
211:
207:
195:
167:
162:
158:
154:
110:
109:
49:(2023-04-04)
536:2023 deaths
531:1947 births
245:Peter Elbow
228:composition
203:composition
131:composition
525:Categories
478:2023-04-04
390:References
323:Textbooks
74:Alma mater
35:1947-04-20
288:Shadyside
264:discourse
260:discourse
233:discourse
198:discourse
143:rhetoric
139:pedagogy
135:literacy
100:Practice
145:and in
450:
425:358872
423:
347:Awards
161:, and
137:, and
56:Awards
421:JSTOR
294:Books
282:Death
121:from
448:ISBN
182:CCCC
155:PMLA
44:Died
29:Born
413:doi
119:PhD
527::
471:.
419:.
409:46
407:.
165:.
157:,
133:,
481:.
456:.
427:.
415::
149:/
37:)
33:(
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.