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Decoding Desires
- 1. Decoding Desires ARTICULATION VERSUS MEANING
- 2. Recap: Module 1 Acquiring Language Understanding based on context, knowledge of world, and additional linguistics Competence to next level i + l (Krashen 17) Learning Language Teaching of grammar and syntax rules
- 3. Last Year… A department expressed concern that students were not getting the support they needed. When we asked about specific supports their students needed, they simply said, "grammar." UWC: What concerns do you have with grammar? Department: Our students' papers lack theses, transitions between paragraphs and sections, and an ability to effectively integrate evidence.
- 4. Various Supports ECU Department Support for “grammar”* Thesis Transition of ideas Integration of evidence UWC Consultation focus Thesis Transition of Ideas Integration of evidence Writing Center Practice Best practices Thesis Transition of ideas Integration of evidence *For those of us who study writing and language, these concerns are considered higher order concerns (HOCs), not grammar.
- 5. Writing Center Practice Decoding Language acquisition vs. Learning language Open-ended questions Client report form
- 6. Decoding the Client Report Form Guides HOC questions for “setting the agenda” Audience Purpose Message Outlines reports for writers, instructors, and the UWC staff post-session Provides communication between various audiences to decode and articulate meaning and session outcomes
- 7. Sources “Elements of Style Image.” https://beckysblogs.files.wordpress.com/2013/02/the-elements-of-style-by-william-strunk-jr-and-e-b- white.jpg Krashen, Stephen. Principles and Practice in Second Language Acquisition. University of Southern California, 1982. “The Blue Book of Grammar and Punctuation Image.” http://prodimage.images-bn.com/pimages/9781118785560_p0_v3_s1200x630.jpg “The Writer’s Handbook Image.” http://www.directtextbook.com/large/1337279633.jpg
Editor's Notes
- A major part of supporting writers is decoding what they desire from us when they visit the UWC. Decoding what they want sometimes requires us to decode what their instructors desire for them in their assignments. Let’s talk a little bit about “Decoding Desires: Articulation Versus Meaning.”
- Let’s recap. In Module 1, you learned the difference between acquiring language and learning language. According to Krashen, acquiring language is based on an understanding of context, knowledge of world, and additional linguistics. Before learners move to the next level, they need to show competence, represented by “I +l.” Learning language, on the other hand, means becoming familiar with the rules regarding language, like grammar and syntax.
- In decoding, we must 1) distinguish the difference between language acquisition and learning language; 2) engage in a conversation of open-ended questions with writers, and 3) use the client report for determining writer’s needs.
- More specifically, the client report form is a guide for helping consultants set the agenda through HOC questions on areas like audience, purpose, and message. Additionally, it helps consultants outline reports for writers, instructors, and UWC staff post-session.