Assigning Authenticity: Future Directions for Undergraduate Writing in Sociology

Abstract

Social movements seeking to dismantle white supremacy within academia cast long-running debates over writing instruction in a new light. This conversation approaches these critiques as an opportunity for pedagogical reinvention. I put forward new theory that centers the social performance and psychological rewards of authenticity. I first review two essential literatures on writing instruction in sociology: (1) writing in the disciplines and (2) cultural rhetorics. This twinned review focuses on the values that inform curriculum design and how these biases and ideals shape instructors’ perceptions of student writing. I then apply research on authenticity to reflect on the self-formative challenges today’s undergraduates encounter and how these obstacles shape their relationship to learning. I argue that centering authenticity in writing instruction can help the discipline achieve its inclusive ideals because it enhances students’ sense of belonging in the discipline.