Publicity and Power Structure Discipline in High School

Jessica Shamshura WRD 301: Writing In Workplace Contexts Professor Sarah Rea June 1! "01"

Table of Contents
Intro uction################################################################################################################" $etho s%Proce ures###################################################################################################" &ackgroun of Inter'ie(ee######################################################" Inter'ie( )ne###########################################################################3 Inter'ie( *(o##########################################################################3 Secon ar+ Research#################################################################3 Results , Discussion##################################################################################################*hesis#######################################################################################.enre /nal+sis#########################################################################Content###################################################################################################################Structure#################################################################################################################0ormat ###################################################################################################################1 2inguistic 0eatures#################################################################################################1 Rhetorical /ppeals ################################################################################################1 .3$#########################################################################################4 0igure 1: .enre 3colog+ $ap 5.3$6 of a high school Discipline Referral#########4 References##############################################################################################################7 /ttachments################################################################################################################8 Discipline Referral###################################################################8

Introduction
*his report is the result of a 9uarter long pro:ect assigne in a Writing in Workplace Contexts class at DePaul ;ni'ersit+# *he purpose of this pro:ect (as to research the function of (riting in a (orkplace of choice an report fin ings in a step <+ step process inclu ing <usiness letters! formal reports! memos! an finall+ a formal report# *his formal report focuses on / ministrator =>s (riting in the setting of a su<ur<an pu<lic high school# $ore specificall+! ho( the genre of a Discipline Referral pla+s a role in his position as (ell as incorporates co?(orkers an others aroun him# *hrough con ucting inter'ie(s an secon ar+ research an creating a genre ecolog+ map! an anal+sis of ho( pu<licit+ 5la(s an 'isi<ilit+ to pu<lic6 an po(er shape a Discipline Referral is e'elope # *here is a 'er+ strict (ritten process for the implementation of iscipline! especiall+ for ma:or infractions! (hich (ill <e iscusse in etail later# @o(e'er! that is not to speak to the culture of the high school (orkplace as a (hole# / lot of talking in passing is one among a ministrators! ho(e'er it shoul not <e put off as unimportant# 2ike researcher Peter C# .ronn sa+s in his article A*alk as the Work: *he /ccomplishment of School / ministrationB: ACot onl+ o a ministrators spen much of their time talking an that this talking accomplishes a ministration! <ut that talk is use to o the (ork of tightening an loosening a ministrati'e controlB 516# *his speaks to the (a+ in (hich a ministrators ha'e po(er# /n though a Discipline Referral! an all other forms of (riting that are in'ol'e ! ha'e strict gui elines 'ia the Discipline an Referral .ui eline @an <ook! there is still a lot of un(ritten (ork that is :ust as important to the genre of a Discipline Referral#

Methods/Procedures
In or er to full+ complete this report! t(o t+pes of research (ere use # 0irst! (ere t(o inter'ie(s (ith a high school a ministrator =! (hich <ecame the primar+ source for this report# *hen! information from articles foun through .oogle Scholar <ecame the secon ar+ source# Compiling the t(o t+pes of sources (ith kno(le ge gaine in Writing%Workplace Contexts allo(e for the completion of this report#

Background of Interviewee
/ ministrator = has <een a part of his current istrict for six +ears# @e has <een at his current high school 5the one use in this stu +6 for the past four +ears! <ut <efore that he

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(as a teacher>s assistant for one +ear an taught for one +ear at another high school in the istrict# @e teaches in the 3nglish epartment an this past +ear (as promote to Dean of Stu ents# @e no( teaches for half the a+ an a ministers the other half# /s Dean! he is responsi<le for stu ents> atten ance an isciplinar+ actions#

Interview One
*he purpose of the first inter'ie( (as to gain a (i e range of <ackgroun information a<out the high schoolD more specificall+ as a (orkplace for an a ministrator# *opics iscusse (ere the t+pes of (riting a ministrator = i ! the specific people (ho he (as communicating (ith! an ho( (riting has change since he first entere the (orkplace# It (as a face?to?face inter'ie( carrie out on /pril "4! "01" in a ministrator =>s office# /ll notes of the inter'ie( (ere t+pe <+ the inter'ie(er#

Interview Two
*he purpose of the secon inter'ie( (as to focus in on a more specific genre of (riting 5a iscipline referral6 (ithin the (orkplace# *opics iscusse (ere the a ministrator =>s role in a iscipline referral! the role of other co?(orkers in a iscipline referral! an other pieces of (riting that came as a result of a iscipline referral# *he function an structure of a referral (ere a large part of the con'ersation! as (ell# /gain! it (as a face?to?face inter'ie( carrie out on $a+ "1! "01" in a ministrator =>s office# /ll notes of the inter'ie( (ere t+pe <+ the inter'ie(er#

Secondary Research
When it came to secon ar+ research! it (as ifficult to fin information a<out (riting in terms of high school staff instea of high school stu ents# @o(e'er! using .oogle Scholar helpe fin the article title A*alk as the Work: *he /ccomplishment of School / ministration#B /lthough the article (as less a<out (riting an more a<out talking it still helpe pro'e that talking is an ine'ita<le aspect of a ministrati'e (ork# *his article supplemente the t(o inter'ie(s one (ith / ministrator = (ell#

Results & Discussion

Thesis
/ Discipline Referral acts as the initial step in archi'ing a iscipline report# It is the most important aspect of / ministrator =>s :o< an ! in comparison to all other communication in the (ork place! one of the most strict genres# @o(e'er! there is less strict talking that pla+s an important role in Discipline Referrals# While allo(ing the stu ent to share their stor+! a Discipline Referral sho(s that the staff hol s authorit+# / Discipline Referral esta<lishes legitimac+ an efficienc+ <ase on pu<licit+ an po(er relationships

Genre Analysis
Content

Within the one ou<le si e page of a Discipline Referral 5attache at the en of the report6 is inclu e the stu ent>s i entification information! infraction! staff statement! stu ent statement! action! an next inci ent action# E *he stu ent>s i entification information is a small portion of the ocument containing name! ate! I#D# num<er! an time 5perio 6 of infraction# E *he infraction section allo(s the staff mem<er to select from a list of gi'en infractions# E *he staff statement section is (here the staff can (rite out his%her o(n personal interpretation of the scenario# E *he stu ent statement is (here the stu ent has the opportunit+ to a mit or en+ the claim as (ell an (rite out his%her o(n personal interpretation of the scenario# E *he action section allo(s the staff in charge of iscipline 5an a ministrator6 to select from a list of gi'en conse9uences# E *he next inci ent section allo(s the staff in charge of iscipline 5an a ministrator6 to select! from a smaller list of gi'en conse9uences! (hat (ill happen if the stu ent happens to commit the infraction again#

Structure

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*he structure of a Discipline Referral is organiFe chronologicall+# 0irst the staff mem<er esta<lishes the infraction# *hen! the stu ent has the opportunit+ to respon # &oth of these must <e one <efore a punishment can <e enforce ! (hich is (hat comes next on the Discipline Referral# /n finall+! <e+on present tense possi<le future actions are esta<lishe ! as (ell#
Format

*he format of a Discipline Referral is multiple choice (ith minimal room for explanation or etails# &oth si es of the scenario as (ell as conse9uences are all co'ere in one page# *his is <ecause the form is a tool to gather rele'ant information in a (a+ that can <e easil+ summariFe an presente # It shoul <e 9uick to fill out as it is onl+ use for ata collection purposes an a more etaile account of the scenario gets iscusse if necessar+#
Linguistic Features

*he st+le of (riting necessar+ to complete a Discipline Referral is 'er+ r+ an to the point# In fact! all the infractions are pre'iousl+ esta<lishe an the stu ents actions must fit into one of sixt+?t(o escriptions 5there is a choice AotherB that pro'i es some room for 'ariation6# *his puts a reasona<le limit on Discipline Referrals in or er to achie'e efficienc+# )ther(ise each scenario coul <e escri<e as a ifferent infraction# /lso! staff an stu ents are onl+ gi'en 3?1 lines to claim their si e of the situation# *here is also room for 'ariation in the staff an stu ent statements# @o(e'er! staff must <e particular in their (or ing# *he use of relati'e terms such as A<etterB are to <e a'oi e # /ccor ing to a ministrator =! the+ ma+ not use (or s such as A:erkB or other erogator+ terms# A&asicall+! e'er+thing is a euphemismB he sai # *his is for reasons of pu<licit+# If the Discipline Referral (ere to en up <ecoming e'i ence in a police report 5as the+ often o in serious situations6 the staff mem<er has to seem as un<iase an professional as possi<le#
Rhetorical Appeals

In a Discipline Referral the appeal to logos comes from the chronological or er of the ocument as (ell as the space pro'i e for (ritten explanation# *he staff makes their claim an the stu ent is gi'en the opportunit+ to a mit or en+ the scenario <efore an action is etermine # /lso! the space for a (ritten explanation sho(s that there is reason <ehin the selection of one of sixt+?three preexisting infractions# *he appeal to ethos comes from each particular staff statement# Geeping in min the language the+ are suppose to <e using ue to possi<le pu<licit+! staff can sho( their character# 3'en though the+ ha'e the po(er in the situation! staff mem<ers still use euphemisms to make themsel'es (orth listening too an not :ust seem like angr+ attackers on stu ents# 3

*he Discipline Referral ocument gi'es minimal opportunit+ for an appeal to pathos! mostl+ <ecause of its nature of legitimac+ an efficienc+# @o(e'er! it cannot <e enie that the stu ent statement often appeals to emotions# Stu ents are! un ou<te l+! tr+ing to a'oi punishment an (hen the+ are actuall+ in the (rong emotions are their main appeal#

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*he .enre 3colog+ $ap presente in 0igure 15<elo(6 sho(s ho( a Discipline Referral goes far <e+on a one page (ritten ocument# *here are 'ar+ing situations calling for 'arious ocuments <e+on the Discipline Referral itself as (ell as the in'ol'ement of multiple pla+ers# Figure 1: .enre 3colog+ $ap 5.3$6 of a high school Discipline Referral#
Intertextuality

/ Discipline Referral stems from t(o situationsD a minor infraction or a ma:or infraction# /s can <e seen in the .3$! a minor infraction is usuall+ accompanie <+ a Write?up Slip (hich is often not con'erte into a Discipline Referral unless it happens multiple times# $a:or infractions! ho(e'er! are imme iatel+ turne into Discipline Referrals# *he ifference <et(een a ma:or

infraction an a minor infraction are istinguishe in @an <ook! (hich

the Discipline an Referral .ui eline (ill <e iscusse in more etail later#

Stemming from the Discipline Referral are things such as Data<ase 3ntr+! 2etters @ome! an Police Reports# Data<ase 3ntr+ is simpl+ a form of efficienc+ an a tool for storing

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information# 2ike SpinuFFi sa+s! Data<ase 3ntr+ is the use of Aone genre to pro'i e a permanent recor of another# It is nothing more than a transfer of information one <+ the Secretaries# *his sho(s the istri<ution of po(er an (ho is in charge of ho( much# @o(e'er! it is ne'ertheless an important aspect of the .3$ in 0igure 1 <ecause (ith out this information transfer organiFation (oul <e ifficult# 2etters @ome <ecome the next step of the process getting parents in'ol'e in isciplinar+ actions# Cot onl+ is another ocument <rought into the picture! <ut another pla+er as (ell# 2etters @ome are formal ocuments (ritten <+ a ministrators# *here are templates of 2etters @ome for each t+pe of infraction# /gain! this is a tool for efficienc+# 0urther stemming from 2etters @ome are the potential for 3?mails from parents# *hough a ministrators cannot formall+ 3?mail parents a<out Discipline Referrals! parents can start that line of communication# In terms of carr+ing out the actual conse9uences! a Discipline an Referral .ui eline @an <ook is <rought into the picture# Since there has to <e uniformit+ across punishments the @an <ook creates it# *hough / ministrators t+picall+ ha'e the most po(er in this t+pe of situation! the+ still ha'e to <e kept un er some control# When Discipline Referrals go <e+on school a ministrati'e control! Police an Police Reports are intro uce into the .3$# /gain in reference to SpinuFFi>s intertextualit+! the Discipline Referral is a<le to <e Aattache toB the Police Report# *he Discipline Referral then <ecomes e'i ence in a case that is taken <e+on the high school isciplinar+ control# )'erall! there is constant interaction happening (hile carr+ing out isciplinar+ actions! (hether it is <et(een / ministrators an their Secretaries! / ministrators an parents! or / ministrators an outsi e forces such as Police# *hough ocuments 'ar+ from interaction to interaction! the+ all stem from a Discipline Referral an an / ministrator an that is (hat makes them intertextual#

Talking is Invisible

*hough it is not incorporate in the .3$ <ecause it is not a form of (riting! talking is a large part in the ecision making process of iscipline! especiall+ in ma:or infractions or minor infractions that <ecome repetiti'e# / ministrator = explaine ho( (hen a situation nee s serious attention! <e+on Referrals an 2etters @ome! a group of a ministrators ha'e a meeting (here the+ iscuss the pro<lem face?to?face# *his is one <efore an+thing official is eci e or (ritten o(n# *hat shoul speak for itself as to ho( large of a role talking pla+s#

Conclusions & Implications

/s +ou can see! the possi<ilit+ of pu<licit+ an the po(er relationships structure the genre of Discipline Referrals in the pu<lic high school as a (orkplace# Cot onl+ is there the chance that a referral coul <e use as e'i ence in a police report! <ut la(s like the 0ree om of Information /ct 50)I/6 allo( for an+ pu<lic school ocuments to <e re'ie(e (hen necessar+# &oth of these factors are kept in min (hile choosing ho( to (or a Discipline Referrals# Har+ing relationships among colleagues are ine'ita<le# Some a ministrators feel more comforta<le (ith one another an therefore can communicate issues more loosel+! (hile others maintain a strictl+ formal relationship# *he same can <e sai a<out relationships <et(een a ministrators an the staff <elo( them# *his can! (ithout a ou<t! alter the conse9uences for infractions# )n a higher scale! things like personal relationships an a 'ancing technolog+ ha'e also ha a significant impact on Discipline Referrals as (ell as the (orkplace as a (hole# Just like the po(er relationship among colleagues! the relationship an a ministrator has (ith a stu ent can also alter the conse9uences# It is not unhear of that stu ents get let off eas+ <ecause the+ ha'e a goo relationship (ith an a ministrator! (ho ultimatel+ has the po(er# )'erall! there is a <alance <et(een loose an strict (riting an communication in general an a kno(n time an place for each# *hings that are (ritten o(n are concrete an essentiall+ fore'er# @o(e'er! that oes not lea'e 'er<al communication out of the picture# In the high school as a (orkplace! 'er<al communication can <e seen as a means to an en D a more interacti'e (a+ to achie'e an effecti'e outcome#

References
.ronn! Peter C# I*alk as the Work: *he /ccomplishments of School / ministration#I / ministrati'e Science Juarterl+ "7#1 518736: 1# Cathaniel! 2# 5"01"! /pril "46# Personal Inter'ie(# Cathaniel! 2# 5"01"! $a+ "16# Personal Inter'ie(# Short $emo Report <+ Jessica Shamshura complete $a+ "! "01"# IWelcome to the Pur ue )W2#I Pur ue )W2: @an <ook on Report 0ormats# We<# 30 $a+ "01"# Khttp:%%o(l#english#pur ue#e u%o(l%resource%L"4%01%M#

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Attachments
!isci"line Referral

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