Before working at DePaul’s Writing Center, I was in a religious studies graduate program—although I completed a humanities-focused degree, other students in my department were pursuing their Master of Divinity (MDiv), which would prepare them to become faith leaders in their own religious communities. Having classmates who approached our shared coursework from such a personal standpoint was a fascinating experience that showed me how different relationships to a shared course of study can co-exist in a discipline, department, or classroom.
I believe these differences are important for writing tutors to understand, especially when it comes to writers who use and address religion in their work. When tutors have a clear perspective on the different ways writers use religion rhetorically, they can more effectively support and guide these students in the Writing Center.
Religious Discourse in Student Writing
In a piece about the relationship between religious papers and writing centers, Michael A. Pemberton explains how papers in non-religious studies disciplines that include religion as a basis for argumentation are often difficult for tutors to grapple with:
“Religious discourse is grounded—at least in part—on principles that stand in clear opposition to academic discourse. Not all subjects are open to question; some are to be accepted as articles of faith. Primary sources and textual evidence cannot always be contested.”
Pemberton, The Ethics of Content, 1999
Pemberton describes how tutors should handle this topic carefully in appointments, so as not to push against writers’ personal religious beliefs. He advises tutors to focus on the boundaries of the assignment itself, and discuss how the student’s thesis, evidence, and claims fit into that context.
Discourse Communities & Casuistic Stretching
A key strategy for tutoring students who use religious arguments in writing assignments is explaining the concept of discourse communities—religious traditions being key examples of these communities. A discourse community is a group of people with shared knowledge, values, and ways of communicating. Members of discourse communities, such as members of a specific religious group, will therefore have values and ways of communicating that may not make sense or translate well into outside contexts.
Similar to discourse communities, tutors can encourage writers to employ “casuistic stretching,” a concept in rhetorical studies that involves embodying discourses or beliefs outside of your own. Casuistic stretching is a rhetorical process in which a writer interacts with new principles while, in their mind, still remaining faithful to previously held beliefs. This can be a positive skill for writers, according to an article by Jeffrey M. Ringer on college students who write about their religious beliefs. He explains:
“Casuistic stretching can serve as a process through which an individual not only engages with a perspective other than one’s own, but also comes to potentially identify with and then interiorize it.”
Ringer, The Consequences of Integrating Faith into Academic Writing: Casuistic Stretching and Biblical Citation, 2013
In other words, casuistic stretching is an exercise in considering beliefs that may contradict one’s own; this can lead to an expansion of or change in worldview, as the writer realizes they can accept the plurality and validity of others’ beliefs in their own academic work.
Although Ringer’s study focuses on classroom instruction, his research demonstrates that casuistic stretching is an effective and respectful way to educate writers about appropriate uses of their beliefs in their writing. Casuistic stretching could function well as an agenda item during writing center appointments, in order for tutors to help writers understand what intellectual or rhetorical moves they could make to use religion more effectively and appropriately in their writing.
Conclusion
Part of being an effective writing tutor is feeling comfortable with the personal nature of writing, as well as the diverse perspectives that writers bring to the Writing Center through their work. Tutors won’t always agree with the arguments in papers they read; in some cases, we as tutors may even be offended by the positions and perspectives of writers. Because the topic of religion can be sensitive, personal, or even unwelcome in some academic environments, it’s important for us to be knowledgeable and respectful of religious beliefs they may encounter in the Writing Center. Doing so will help to create a welcoming and empowering environment, in addition to supporting these writers in their intellectual pursuits.