Running head: TRANSITIONING BETWEEN DISCOURSE COMMUNITIES 1

Transitioning Between Discourse Communities: AFROTC Detachment 159 and r/UCF

This essay outlines the personal changes that occur when I transition between two

communities of discourse, particularly AFROTC (Air Force Reserve Officer Training Corps)

Detachment 159 at the University of Central Florida and r/UCF, a subreddit (type of subforum

found on the website Reddit) dedicated to the University of Central Florida and all things related.

These personal changes take the form of language practice, which includes the types of texts,

genres, and lexis I use as well the systems of intercommunication that I engage with. Behavior

and personal values that I exhibit within the two communities vary due to them being radically

different from one another, leading me to experience drawbacks when transitioning between the

two. Their differences are further deepened with a distinction in stakes, personal relevance, and

methods of enculturation, though being literacy sponsors and possessing the characteristics of

communities of practice make them loosely related. In the following discourse, I explain how my

sense of identity and use of language fluctuates between two opposing contexts whilst

referencing and synthesizing the works of Deborah Brandt, Ann M. Johns, Sandra Cisneros, and

Keith Grant-Davie.

AFROTC Detachment 159

Detachment 159 refers to the University of Central Florida's AFROTC program, which

aims to train and commission cadets as second lieutenants within the United States Air Force. As

far as being a discourse community is concerned, there is a set of common goals (training cadets

in the most effective way possible to be commissioned), a system of intercommunication and

multiple genres (correspondence, as described in the following paragraph), participatory

mechanisms (attendance and ranks), lexis (jargon such as GMC, POC, PT, and LLAB), and a

threshold of experts (Johns, 1997, p. 500). The detachment is comprised of cadets, ranging from
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freshmen to seniors, and cadre, the officers who are assigned to and run the wing. Physical

training (PT) and leadership laboratories (LLABs) constitute a major part of operations within

the detachment and thus, they are the main focus of most correspondence in the wing.

Correspondence within the detachment is accomplished by memorandums and email.

Memorandums are written with the purpose of relaying information to cadre; particularly, the

Memorandum for Record (the most frequently written type of memorandum) is meant to record

changes in a cadet's status or in official plans (known as Ops Orders, which are written far in

advance of actual operations). Official Air Force-sanctioned documents need to be referenced in

memorandums (e.g. when writing a Memorandum for Record for requesting a major change, it

has to be indicated that AFROTC INSTRUCTION 36-2011 was referenced and "observed"

within the Reference line). Emails are the most prominent way that cadre interacts with cadets

and cadets interact among themselves, though they are not as "official" as memorandums. For

cadets interacting with higher-ranking cadets and cadre, an email is expected to include a

"greeting of the day" followed by proper designation (e.g. "Good morning Cadet Smith"). All

emails follow proper writing conventions and have specialized signatures that specify rank,

occupation, and phone number (but not limited to in some cases). Face-to-face interaction with

lower-ranking and higher-ranking cadets and cadre is also a major part of the program.

Ultimately, correspondence and communication is expected to be professional for training

purposes.

In regard to enculturation, officially joining the detachment as an AS100 (freshman) and

subsequently attending PT and LLAB sessions, flight meetings, and my assigned AFR class is

how I assimilated into the group. Being reprimanded for mistakes such as improper wear of
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uniform or incorrectly structuring an email are just a few ways of how I absorb the values of the

detachment.

When interacting with other members of the detachment, though most prominently senior

cadets and cadre, my language tends to be formal and succinct. I am obligated to greet them

when they are encountered, as well as perform physical gestures such as saluting or coming to

attention when prompted. Value is placed on properly wearing uniform and most correspondence

that is received is answered with a sense of urgency. Moreover on being in uniform, the latter

urges me to be conscious of my appearance as well as mannerisms; I am obligated to set an

example and properly reflect the values of the detachment. Regarding what I believe about being

a cadet within the program, I consider it a good choice. Like how Cisneros believes that majoring

English was the right choice for her (Cisneros, 1990, p. 103), I believe that eventually becoming

a military officer is what's right for me even if it won't be immediately lucrative.

As for the good that comes from actively engaging in AFROTC: interacting with the

detachment trains me in ways of becoming a military officer, from mannerisms to adhering to

certain "cues". How I become "literate" in the sense of being a military officer and how grasping

"cues" requires the permission, sanction, assistance, and even coercion (Brandt, 1992, p. 72) of

the instructors designates Detachment 159 as a sort of literacy sponsor; I gain the offered

advantages of military-style education. Being recognized by others in the detachment as a

member also allows me to befriend and/or potentially earn the respect of them.

However, as much as there are benefits, there are also drawbacks. I have to refrain from

swearing and I am rarely allowed to "talk back" to others. My sense of identity within the

detachment revolves around how much of an exemplary cadet I am, not of the set of

characteristics that otherwise define me (unlike what it means to have an online identity,
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particularly on Reddit). The detachment being very conventional (how Johns describes the term)

and how liable newer members can be "punished for major transgressions from the norm"

(Johns, 1997, p. 514) pushes me to likewise be conventional and to only offer input when

prompted and even then, it needs to be appropriate and can in no way be interpreted as

argumentative; basically, this is meant to encourage professionalism

Overall, Detachment 159 is based on physical interaction and the "chain of command",

which determines how cadets interact with other cadets and cadre. Correspondence is always

formal and there are many social cues that are followed and enforced. Being an extension of the

US military, the program has more clear answers towards "What fundamental issues are

represented by the topic of discourse?" and "What values are at stake?" in regard to how Grant-

Davie described exigence (Grant-Davie, 1997, p. 491). In contrast, r/UCF is a loose collective of

people with very little to accomplish.

r/UCF

r/UCF is a semi-anonymous internet forum where members can post and comment about

anything in relation to the University of Central Florida. Being a discourse community, there is a

set of common goals (engaging in discussion about the university as well as providing quality

content concerning it), mechanisms of intercommunication, genres, and methods of participation,

(posts, comments), lexis (building names and internet “slang”, to name a few), and supposed

experts (senior classmen and alumni). In contrast to the official process of cadets enrolling and

participating within an ROTC program, members of r/UCF are anyone who chooses to subscribe

to the subreddit, though most are University of Central Florida students, alumni, and staff.

Members submit "posts" that include a title and proceeding text, pictures, and/or links (but not

limited to this). People can leave "comments" on posts to answer it in an appropriate fashion or
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incite discussion. Posts can serve as but are not limited to personal questions, discussion openers,

and promotions that concern the university; usually, these are answered in the OP's (original

poster) benefit. Specific questions about campus are usually answered in reference to personal

knowledge and/or UCF-authored documentation. Needless to say, commenting requires posting.

Posts and comments, as well as reply chains, direct messages, and mod mail, constitute

the subreddit’s system of intercommunication. In regard to enculturation, posting personal

questions (e.g. "Am I allowed to park in Lot D1?") and commenting helped me in becoming an

active member of the community. Regularly browsing the subreddit and observing the supposed

values and ideas of other UCF students helps me to understand the culture of the forum and by

extension, the University of Central Florida.

My writing within the context of posting and commenting typically doesn't follow

standard writing conventions (e.g. may type a short response in all lowercase case as well as

frequently use ellipsis). Other members are treated neutrally though in some cases, I may be rude

or abrasive (e.g. calling somebody an expletive for allegedly not understanding that the fourth

floor of the library is a quiet, study space). Unlike how I am as a cadet, how I post on r/UCF and

Reddit in general is more reflective of who I truly am.

In relevance to values and beliefs, fewer consequences for being rude and having a sense

of anonymity lead me to viewing banter as acceptable. Observing the behavior of other redditors

leads to me to believe that not follow regular writing conventions is acceptable as well and, in

fact, is glorified because it can potentially be more interpersonal (or at least in its own way). For

example, typing in a lower case seemingly indicates being "chill" unlike "robustly" writing in a

standard and conventional way.

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Addressing the benefits of engaging in r/UCF, I gain a loose sense of validation from

being upvoted or receiving positive responses from other subreddit members. Being completely

free in how I act lets me be creative while my sense of anonymity makes me more outgoing (or

to "say" things that I would typically not assert in any type of face-to-face interaction). I can also

use language such as acronyms and emoticons to further characterize myself in the eyes of

others. I get to engage in diverse content and viewpoints as well since "everybody's literacy

practices are operating in differential economies" (Brandt, 1992, p. 80), especially evident on a

semi-anonymous web forum based around a university of more than 60,000 students. As with

Cisneros explaining that her prior loneliness helped shaped her personal literacy (Cisneros, 1990,

p. 102), I believe that a contrasting frequent engagement with diverse material develops my

literacy in a different yet mildly similar fashion.

Overall, being a recreational community of practice, the subreddit employs a "casual"

approach to defining a set of goals, having a system of intercommunication, and possessing

multiple genres, lexis, participatory mechanisms, and members of expertise (Johns, 1997, p. 500)

as opposed to Detachment 159.

Discussion

When transitioning from having engaged with r/UCF to being a member of Detachment

159, my language becomes more formal and succinct, particularly when communicating with

higher-ranking members. As opposed to interaction with an internet forum, physical gestures

such as saluting and standing at attention are done when prompted out of tradition.

Value is placed on proper wear of uniform and most correspondence that is received is

answered with a sense of urgency, whereas I do not care so much for the appearance of my

online “persona” or responding to online messages in a timely manner. Unlike seeing any
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familiar face, I am obligated to greet senior cadets and cadre when they are encountered. In

reference to my aforementioned desire to become a military officer, I am not liable to express

such passion or anything similar on a “laidback” internet forum; in that context, neither that

desire nor other ideals are part of my perceived identity.

I gain the advantages of engaging in a military-style environment, but my sense of

identity diminishes into how much of an exemplary cadet I am, not the possession of

characteristics that otherwise define me. Detachment 159 is conventional and as mentioned

before, newer members can be punished for defying the norm whereas in r/UCF, members are

open to act in many different and diverse behaviors (e.g. what they post and comment as well as

opinions and use of language). On r/UCF, I’m allowed and even encouraged to be opinionated

and outspoken. Moreover on Detachment 159 being conventional, it has a more well-defined

exigence and sense of purpose. Texts within the program are interpreted literally, within nothing

in between the lines. Overall, compared to r/UCF, there is no sense of anonymity and the stakes

(career opportunity and success) are higher within the detachment.

Reversed, transitioning from engaging in Detachment 159 to posting and commenting on

r/UCF also reflects a stark contrast in the two communities. As opposed to composing emails and

memorandums, typing comments and posting use language that’s unconventional and more often

than not, grammatically incorrect. Through this, however, I’m able to express myself more

transparently. In r/UCF, I am more liable to express banter and not follow any system of seniority

and ultimately, not be as reserved as I would be in the detachment.

Moreover, on a supposed culture of diverse opinions, r/UCF can be seen as more

individualistic than Detachment 159, which can be viewed as collectivist. I lose a sense of pride

of being and acting as an ROTC cadet when posting online since r/UCF in comparison is a loose
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collection of people who “happen” to be enrolled at the university. While I could mention that I

am a cadet in any given situation, no one usually cares. The identities I possess in the

communities differ due to this clash of collectivism and individualism.

To summarize how r/UCF is different from Detachment 159, the former does not include

any type of face-to-face interaction and has different though more broad means of expression

(includes but is not limited to username, "flair", "karma", and upvotes on a particular

post/comment). It also has less stakes and is fundamentally more "fun". The community is more

rooted in Kairos, or "the right or opportune time to speak or write" (Grant-Davie, 1997, p. 493),

because posts often invite comments, discussion, and overall discourse as opposed to emails sent

out within the detachment, which are made clear and explicit with the purpose of leaving nothing

to be desired. Furthermore, unlike text in Detachment 159, text in r/UCF can sometimes be

interpreted as having an ulterior meaning (e.g. being sarcastic).

Due to its more official and collectivist nature, Detachment 159 presides as the dominant

community in my life. It has higher stakes and personal meaning (overall validation) in

comparison to r/UCF, which is a forum that I fundamentally browse out of boredom.

Overall, the two communities operate on different ideas and values and possess distinct

identities. The clash of collectivism and individualism and of different sets of genres, lexis,

systems of intercommunication and participation, and stakes render my personal transition

between them a unique experience, especially in regard to how I transform my language and

identity in a given change of context.

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References

Brandt, D. (1998). Sponsors of literarcy. In E. Wardle & D. Downs (Eds.). Writing about

Writing: A college reader (pp. 66-100). Boston: Bedford/St. Martins.

Cisneros, S. (1990). Only daughter. In E. Wardle & D. Downs (Eds.). Writing about Writing: A

college reader (pp. 101-105). Boston: Bedford/St. Martins.

Grant-Davie, K. (1997). Rhetorical situations and their constituents. In E. Wardle & D. Downs

(Eds.). Writing about Writing: A college reader (pp. 484-511). Boston: Bedford/St.

Martins.

Johns, A. M. (1997). Discourse communities and communities of practice: membership,

conflict, and diversity. In E. Wardle & D. Downs (Eds.). Writing about Writing: A college reader

(pp. 319-342). Boston: Bedford/St. Martins