wrd 301 formal report

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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



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.



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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.



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.



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.



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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.



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

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.



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

http://owl.english.purdue.edu/owl/resource/726/01/

http://owl.english.purdue.edu/owl/resource/726/01/



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