- Academic writing: Undefined even by Purdue OWL which lists 14 measures of elements of academic writing.
- Basic writing: Used to be called “remedial” or “developmental” English. Also the name of a 1970’s journal refereed by Mina Shaughnessy.
- Coherence: a writer’s ability to connect ideas and provide information in a fluid and comprehensible way. Coherence is achieved through appropriate lexical and structural choices, but it’s also achieved through a consideration of audience and genre. Purdue OWL.
- Common grammar errors: Often provided in lists of 20, often focusing on spelling, punctuation, and syntax.
- Consensus and difference: Aspects of socially constructed knowledge. Consensus is agreement. Difference is a contact zone of agreed disparity.
Thursday, October 22, 2015
Week 9: Keywords
I modified key terms and keywords this week that I found to be quite difficult to refine to 140 characters or fewer. These are difficult terms to define because they're more accurately defined through example rather than traditional dictionary definition:
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I was so hoping you'd tackle Feminism. =)
ReplyDeleteShould we also provide some specific examples of grammar errors, such as comma splices, fused sentences, or boundary errors?
ReplyDeletePerhaps for basic writing, we should also mention the difference in ability between basic and mainstream writers? I know that's a treacherous topic to venture into, but I think it would provide a more accurate definition than a historical blurb, which assumes that people know what remedial or developmental English is.
I like your definition of consensus and difference, but I want to make sure I'm interpreting it right. I picture contact zones as Vinn diagrams, so difference would be the contentious area where two or more circles overlap, right? In the same metaphor, would consensus essentially be just one circle with no areas of contention?
Hi, Justin. I've been thinking about this for some time. Sorry for the latent reply.
DeleteRegarding the consensus question: I don't see it the consensus as an isolate; however, that thinking might fit well into a positivist framework if you wanted a lens to analyze it as such. For me, nothing stands alone. Your Vinn diagram analogy is a good visual to demonstrate how things have aspects of independence and interdependence. I have an exercise you might enjoy when you're teaching. It's an example of how closely we might focus, for example in our research or storytelling/narration. I should have played this game in 5060 as an example of a lesson plan.
I think we should provide specific examples of grammar errors. I prefer to use student work (names omitted) as material to correct in class. It's a form of peer review, and it's authentic assessment/correction.
As for "remedial" instruction, I don't believe any students are remedial. In teaching ESL and developmental English, my favorite aspect is learning and appreciating everyone's differences. Remember that Ken Robbinson TED talk Dr. Rice shared? As we increase our education, we learn conformity, and our genius slips away. I prefer to remain forever a genius in my thinking and teaching -- It doesn't always make friends or lend to a person's popularity, but it makes me feel delightfully justified in my "abnormality."
As an instructor, I think it's important to recognize different writing levels and to always conscientiously and purposefully teach to individual students. It's amazing how much a single conference can do for a student when you offer 1-to-1 instruction focusing on a single aspect of their work. My favorite aspect of teaching is creating "ah-ha" moments for students as they gain confidence that their work is good, and that we're really just manipulating that excellence to fit into an academic context.
Thanks for addressing the need for concision in denotation of academic English terminology. I think the ambiguity of many of these terms is part of what scares (or bores) students away from really digging into and enjoying writing.
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