T U T O R T R A N S L AT O R S O F P E D A G O G I C A L L A N G U A G E

MAKING PENS TOUCH

Jessica BufordProfessional Writing ConsultantWinston-Salem State University

vSWCA - February 8, 2014

INTRODUCTION

From Michelangelo's “The Creation of Adam”

• Finger of man = Reaching towards creation• Finger of creation = elevated (just out of Adam's

reach)

PROFESSOR/STUDENT RELATIONSHIP

Often not unlike this portrayal• Professor• Someone to groom in their likeness• Take imparted wisdom to a new generation• Educate and prepare for future scholarship

• Student• Absorb knowledge• Discover and create within “niche”• Please instructor and achieve high scores

COMPLICATION & CONSTRUCTION

The use of a single tool both complicates and builds upon the characteristics of the

aforementioned relationship…

…Academic language.

WHAT IS ACADEMIC LANGUAGE?

• Nagy & Townsend (2012)• Specialized language (oral/written) • Academic settings• Facilitates communication/thinking about disciplinary

content

• Snow (2010) There is no exact boundary when defining academic language; it falls toward one end of a continuum (defined by formality of tone, complexity of content, and degree of impersonality of stance), with informal, casual, conversational language at

the other extreme.

ACADEMIC LANGUAGE PURPOSE

• Communication of intricate ideas

• Enhancing academic thoughtAcademic vocabulary gap = reduced student success (Corson, 1997; Garcı´a, 1991; Nagy & Townsend, 2012; Snow & Kim, 2007)

ACADEMIC LANGUAGE CHARACTERISTICS

• Latin/Greek Vocabulary over Germanic• Compose (L.) vs. Write (Ger.)• Chronology (G.) vs. Time (Ger.)• Nefarious (L.) vs. Evil/Bad (Ger.)

• Morphologically complex words (Syllables/Affixes)• Innocuous, calamity• ingratiate, anaerobic

• Grammatical Metaphor/Abstract Language (e.g., nouns representing actions- research)

• Density- Greater ratio of content words over total words• Perceptions of research adulteration… 75% • People thought the research was tainted. 50%

TUTORS CAN HELP

• Bridge social discourse and nuanced ideas

• Increase academic language output

• Decrease extraneous verbiage

HOW TUTORS CAN HELP

• Realistic context (Nagy & Townsend, 2012): Prompt

• High-interest topics (Snow et al., 2009)

• Teach to word structure Suffix/Prefix meanings, simple synonyms

• Main Ideas Eliminating extraneous language

• Model language and removal• Using academic terms in spoken discourse• Extracting unnecessary language in-session

HOW TUTORS CAN HELP

• Bulleted Listings • Brainstorming• Outlining• Deriving (Sub)Headings from the Rubric

• Formats• Highlight• Bold/italics• Colored fonts, flashing text/word art, etc.

• Coordinate with textbookInform own recommendations

WHICH IS CLEARER?

Suggestions for Getting Started

On Your Paper

Know what the assignment is asking you to do. In this situation:

Of the 5 countries choose 2 in addition to China for a total of 3. Analyze those 3 countries for possible outsourcing. Based on that analysis of 3 countries, recommend the best country for outsourcing. Provide rationale for this selection. Which 1 of the remaining 2 countries do you recommend as the next best country for outsourcing. Provide rationale. Based on the 2 countries you recommended above, which 1, if any, would you recommend for starting your business there. Provide rationale for your recommendation even if you do not recommend any country.

Note that the assignment indicates that if necessary you might want to change or modify how ANGI does business to be successful at starting its business overseas.

BUS 4501 Final Project Student Notes Sample

Always explain reasons (rationale) using analyses and data.

Directions:

1. Analyze 3 Countries (Including China)

2. Recommend 2 Countries (From Step 1):

- The Best for Outsourcing - The Second Best for Outsourcing

Of the 2 Countries:

3. Indicate which you believe is best for marketing/starting a new business (why?)

If neither, why not?

4. Modify business model for foreign market as needed (Based on Current Practices)

FINAL COMMENTS…

Clearing excessive language =increased academic vocabulary efficiency

By heightening comfort with academic vocabulary and removing linguistic flab, we make students

better writers and thinkers.

REFERENCES

Abrams, D.E. (2011). Precise, concise, simple and clear. Tennessee Bar Journal, 47(4), 14-20.Atwell, N. (1989). Coming to know: Writing to learn in the intermediate grades. Portsmouth,

NH: Heinemann.Corson, D. (1997). The learning and use of academic English words. Language Learning, 47(4), 671–718. doi:10.1111/0023- 8333.00025Fisk, R.H. (1999). Why are we wordy? Vocabula Review, 1(2), 3-5.Larocque, P. (2008). Be a fit writer: Cut the flab from your stories. Quill, 96(3), 30.Mayher, J. (1989). Uncommon sense: Theoretical practice in language education. Portsmouth, NH: Heinemann/Boynton-Cook.Nagy, D. & Townsend, W. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47(1), 91-108.Nichol, M. (2011). 8 steps to more concise writing. Communication Briefings, 31(2), 2.Nicolini, M. B. (2006). Making thinking visible: Writing in the center. The Clearing House, 80(2), 66-69.Snow, C.E. (2010). Academic language and the challenge of reading for learning about science. Science, 328(5977), 450–452. doi:10.1126/science.1182597Snow, C.E., & Kim, Y. (2007). Large problem spaces: The challenge of vocabulary for English language learners. In R.K. Wagner, A. E. Muse & K.R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 123–139). New York, NY: Guilford.Snow, C.E., Lawrence, J. F. & White, C. (2009). Generating knowledge of academic language among urban middle school students. Journal of Research on Educational Effectiveness, 2, 325–344.

Thank you.