Language and Power: Teaching Writing to Third World Graduate Students

  • Louise Dunlap
Part of the Urban Innovation Abroad book series (UIA)


This chapter explores the questions that arise in teaching writing to Third World graduate students in US planning schools. If, as Paulo Freire suggests, our language is more than correct English grammar, if using it engages the very structure of our thinking and is integral to our ability to solve problems, then it is an important source of power. Why are we not more actively teaching the use of language — written and spoken — in the discipline of planning? If we were to do so, what would we be teaching? Is there a model for professional writing in the US? If so, is it one that can express “new thinking” for people from the Third World, or does it reinforce dependency and silence? What difficulties do students from Third World cultures have with our model, and why is it that US students experience so many of the same difficulties?


Critical Thinking International Student Asian Student English Sentence Grammatical Error 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Plenum Press, New York 1990

Authors and Affiliations

  • Louise Dunlap
    • 1
  1. 1.Massachusetts Institute of TechnologyUSA

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