A couple of years ago, I had the good fortune to travel to Japan to speak at JALT and visit some schools and universities with the wonderful representatives from OUP. During a book fair at a university near Tokyo, a tall Australian ex-pat teacher asked me if we had any books on critical thinking. I dutifully pointed him to a series I’d written for which has “critical thinking tips” and explained how we tried to embed them in the content and assignments. “No,” he frowned, “I want a book that just teaches critical thinking, not a language textbook.”
Honestly, I have no idea what that kind of book would look like, and I certainly couldn’t write it. I’m not even sure what critical thinking means, and I’ve been teaching academic ESL for over 15 years. So I’ve stopped talking about critical thinking, and I don’t claim to teach it. I’ll leave thinking to the psychologists and philosophers.
Continue reading “A criticism of critical thinking”
For the past few years, a growing group of teachers and administrators have gathered at TESOL around sessions presented by Chris Feak and/or me, and we’ve bemoaned the lack of time and space to discuss teaching written and oral communication skills to (post-)graduate students.* This year, we have decided to take the next step and create a new professional community, the Consortium on Graduate Communication. Our group will provide online and face-to-face opportunities to share resources, investigate program models, and collaborate on research into this vital area of higher education.
Membership is free for now. Anyone who works with graduate students is welcome to join by completing this survey. The middle part of the survey doubles as a research project to create a database of graduate support programs around the world, which we will publish and present in the future.
Stay tuned for a website, listserv, Facebook page (maybe!), and details about meetings and a colloquium next March!
* Graduate students in North America are post-graduate students in the UK/Europe and some other countries. We mean here support services for students in master’s and doctoral program(me)s. By bi-varietalism comes in handy sometimes.
My short essay/conference review From Generic Writing to Writing Genres has been published in TESOL’s Second Language Writing Interest Section Newsletter (October 2013). In it, I argue (again!) in favor of a genre-based writing pedagogy as an antidote to the five-paragraph essay. I also summarize my 2012 and 2013 conference blitz, and you can find all the PPTs and handouts here: CCCC 2012, TESOL 2012, Genre 2012, SSLW 2012, EATAW 2013, and TESOL 2013.
Talking about the five-paragraph essay (as I so often seem to be), there was a great article in Slate recently denouncing the (five-paragraph) essay component of the SAT (one of the standardized tests taken by American high-school students as part of their university application). The title says it all: “We are teaching high school students to write terribly.” The article quotes Professor Anne Ruggles-Gere of the University of Michigan writing center:
“For those trained in the five-paragraph, non-fact-based writing style that is rewarded on the SAT, shifting gears can be extremely challenging. “The SAT does [students] no favors,” Gere says, “because it gives them a diminished view of what writing is by treating it as something that can be done once, quickly, and that it doesn’t require any basis in fact.”
As Professor Gere says elsewhere in the article, the result is that college writing teachers like me have to un-teach what students have “learned” about writing — and it’s not just American students. International students trained to pass the TOEFL (Test of English as a Foreign Language) or other English language proficiency tests also arrive with what Linda Flower has called a “limited literacy.”
Lest you think we exaggerate, here is a horrifyingly amusing blog post by Jed Applerouth, a teacher and doctoral student who takes the SAT regularly to help him tutor high school students to ace/beat the test. Since SAT essay raters are explicitly trained to ignore the veracity of the writing, here’s how to get a top score:
I stuck John Fitzgerald Kennedy in a Saxon war council during the middle ages, grappling with whether to invade the neighboring kingdom of Lilliput. Barrack Husein Obama shared a Basque prison cell with Winston Churchill, and the two inmates plotted to overthrow General Franco. Cincinnati’s own, Martin Luther King Jr. sought out a political apprenticeship with his mentor, Abraham James Lincoln, famed Ontario prosecutor.
Finally, an example of writing with absolutely no communicative value whatsoever. The SAT essay as anti-genre?!
(Hat tip to my Facebook friends and friends-of-friends for these links.)
While I was working at the University of North Carolina, I made a series of online workshops for ESL students who didn’t have time to attend the face-to-face sessions we offered. (I call them the bobble-head videos, for reasons which will be obvious if you watch one!) Since then, the Writing Center has reorganized their website (looks slick, guys!), and many of the links I’ve posted on the blog previously don’t work. So, here are the direct links to all the videos:
Update 1/22/13: The video links are not working — either there’s a problem with the server, or UNC has canceled its account with Panopto. I’m working on a solution, but in the meantime, please use the PDFs, and you can just imagine my talking head …
- Paraphrasing and plagiarism 1: Using sources (video) (pdf)
- Paraphrasing and plagiarism 2: Preparing a paraphrase (video) (pdf)
- Paraphrasing and plagiarism 3: Writing a summary (video) (pdf)
- Ten principles for writing email (video) (pdf)
- Corpus tools part 1 (video) (pdf)
- Corpus tools part 2 (video) (pdf)
- Vocabulary development strategies (video)
- Academic Word List introduction (video) (pdf)
- Making the most of your learner’s dictionary (video) (pdf)
- Using a thesaurus (video) (pdf)
- Culture shock (video) (pfd)
Please feel free to use and share these with students and colleagues. Please note that the links mentioned in the workshops might not still be active.
UPDATED 3/25/12: Steve Simpson, Anne Zanzucchi, Christine Feak, and I closed down the Conference on College Composition and Communication (literally, we were the last session!) with our panel, Preparing and Supporting Graduate Student Writers across the Curriculum. In our session, we talked about a dissertation boot camp, joint construction in the language classroom, the use of peer review with native and non-native speakers, and the benefits of genre-based pedagogy as we considered how our universities can help all graduate students turn from novice writers into proficient writers and may even expert writers.
Our handouts and PowerPoints are available here.
Comments, responses, and questions are welcomed! You can reply to this post, and I’ll be sure to share your feedback with the other speakers. You can also send me a private message.
Ben Zimmer has a great column in today’s New York Times about chunking. A chunk is a fixed piece of language that frequently occurs in particular contexts to fulfill the same function. Zimmer gives examples like “make yourself at home” as well as Halliday’s classic observation that we drink “strong tea” but get caught in a “heavy rain” (and never “heavy tea” and “strong rain”).
In academic writing, chunking (or collocations, or fixed expressions) is essential for proficiency. In the last week, I’ve been teaching phrases like “yield reliable results”, “pose a threat to” and “raise an issue.” And it’s hard to imagine empirical research papers without clauses like “the results are statistically significant.”
There are several interesting implications of this phenomenon. Obviously, as Zimmer notes, language needs to be taught in chunks not as individual vocabulary items, and it is not even necessary to understand the grammatical structure of the chunk in order to use it, which further supports Halliday’s contention that grammar and vocabulary are just different ways of analyzing the same text. I remember learning the form “Je voudrais …” to make a polite request in my first year of French, long before I understood that this was a conditional verb.
But even more interesting is the somewhat philosophical conclusion that we are not romantic creators of language, but rather proficient users of linguistic formulae (Swales and Feak make a similar point in Academic Writing for Graduate Students). This has important consequences for the way we view plagiarism. We teach students to paraphrase source texts “in their own words,” but we know that the notion of “your own words” is a myth. Sophisticated writers also know that some phrases are in the “public domain” and are available to be re-used. Ultimately, there is a gray area between idiomatic writing and plagiarism, which we need to recognize when we teach the important skills of paraphrase and summary writing.
For my take on this topic, check out the three-part video presentation I made an UNC (you can also just read the PowerPoint slides!).
My last major task before leaving UNC-Chapel Hill was to finish a series of video presentations on paraphrasing and plagiarism that I’ve been promising to make for months! They are finished, and you can watch them here.
I had already done a video on this topic last year, but after hearing some great sessions at TESOL in March, I wanted to revisit this important area for academic writers. In particular, the second-language writing interest section’s colloquium on plagiarism (handouts here) stressed the importance of teaching learners good use of sources and not just threatening them with the consequences of plagiarism.
So, that’s what I’ve tried to do in the video presentations. I start by discussing how to use sources — or rather, I give writers questions to ask about sources in their field — and then go on to show the language tricks and techniques that make for acceptable paraphrases and summaries. The series is written for ESL graduate students, but others might find it useful, too.
Please let me know what you think by leaving a comment!
Yesterday, I was excited to receive my copies of the new TESOL publication, Effective Second Language Writing (in the Classroom Practices series), which opens with my chapter: “Beyond the Five-Paragraph Essay: A Content-First Approach.”
In my essay — which is far longer than five paragraphs! — I set out the arguments against teaching (only) the five-paragraph essay/theme form, which I have been making for several years along with my former colleagues Andy McCullough and Ruelaine Stokes at Michigan State’s English Language Center. I then describe the sustained content-based writing course Andy and I developed at MSU for the advanced level of the IEP. (Another article we all wrote together appears in this month’s Second Language Writing Interest Section newsletter.)
The volume was edited with remarkable thoroughness and patience by Susan Kasten, and includes a total of 18 chapters on different aspects of second-language writing from around the world. I’m looking forward to reading the rest of it. Come to think of it, it’s so long since I wrote my chapter, I should probably re-read that, too, and see what I said. (This project was launched at TESOL 3 years ago!)
One of my arguments for the importance of understanding plagiarism is that it is not just an academic obsession: in the “real” world, real writers can face scandal and even legal action if accused of plagiarism. Traci Gardner has this detailed summary of the latest such case over on NCTE’s InBox blog. I need to brush up my German and read the novel at the center of the controversy, Helen Hegemann’s Axolotl Roadkill. (If I’ve translated the blurb on amazon.de correctly, it’s a semi-autobiographical novel about excessive drugs, partying, and speech in Berlin. Excessive speech? Now I’m curious what Sprachexzesse really means …)
This reminds me of the most famous recent case in academia, in which Steven Ambrose, a well-known historian, was accused of plagiarizing from a book by Thomas Childers, a professor at the University of Pennsylvania (a Penn undergraduate wrote a nice article about this for the Penn’s alumni magazine). The situation here was more complex: the issue was whether Ambrose gave adequate credit to Childers — in the German novel, there are (apparently) entire pages lifted from other sources.
Regardless of the merits of the accusations and defenses in either case, you don’t want articles and blogs about plagiarism to be the first hits in a google search for your name! Another reason to teach and learn plagiarism well as early and often throughout every stage of higher education.
You can watch my video introduction to plagiarism and paraphrasing for ESL (mostly graduate) students here.
Teachers are social creatures, right? Well, here‘s a disturbing story from just down the road in Apex, North Carolina. A teacher has been suspended after a parent complained to the school board about a comment she posted on her Facebook page.
I don’t think we know all the facts about the situation at the school, but this incident does highlight the importance of maintaining professional distance online. My policy is not to accept “friend” invitations from any current or former students, and if I taught in the school system, I would extend that to parents. I’m sure that can be hard if the parents are also your friends in the community, but personally, I need to draw a line between my”public” persona as a teacher/faculty member and my private opinions.
For the teacher to sound off to her friends about a situation that sounds very difficult is one thing; to do so in virtual earshot of her kids’ parents is another entirely. And information can spread on Facebook, especially in a smallish town like Apex.
Time to take the pruning shears to the friends list?