Week 7, Post 2: NOT for the Faint of Heart

Why do you think it's difficult for some students move from informal oral language to written academic language?  (Why is academic language so difficult for some students?)  How would you explain the features of academic language to a tutee or to a class?  How might you help students practice academic language?

Karma Chameleons
In my last post I referred to people like us, who "cop a feel," that is, adopt the feeling of academic writing, as "magpies," since we're grabbing a piece of this, a piece of that.  It's about imitation, I feel, so maybe we're more like chameleons, blending into with whatever discourse we come in contact with.

Depth Charges
In my last post, I identified what, for me, is the other element in adapting to academic discourse.  After determining to become a great chameleon (above), it's necessary to buy into the academic/intellectual world of IDEAS.  Many people don't or can't.  Most people we encounter have a great aptitude for more the more concrete side of things.  Almost no one in my very intelligent family has the slightest interest in discussing topics at the dinner table beyond sports, business, the latest purchase, cooking and newborns.

However, the academic community delves deeper into self-examination and into analysis of all topics, peeling off the top layers to reveal the dark underbelly.  Some people are analytical, but not skilled chameleons, while some chameleons won't dig down deep.  This combination, plus a big appetite for learning, self-expression and taking giant risks -- all of this is necessary, just as a starter, for anyone to brave the wilds of academic discourse.

Cat-of-Nine-Tails
Then there's Krauthammer's paper, a brutal, bloody indictment of the cat-of-nine-tails that we call the written word.  Even for those hungry enough, brave enough, brainy enough -- if they lack talent or luck or the iron stomach required to confront the snares of writing -- shucks, God bless 'em.  We all know PLENTY of native Americans who have given up on writing.  With all of this, who could blame non-natives for flinching?  Of course, some would say the REAL masochists are their teachers.  But, of course, we know better, don't we?  (Gulp.)

Onward & Upward
How, then, to educate and motivate our "broken-winged starlings?"  What makes most sense to this writer/teacher is what seems to be working for Ms. Goens of the "stretch course," 104: integrating reading and writing.  How are our students supposed to "pick up" academic style, except by massive exposure and healthy emulation?  I learned how to address elite gents and ladies by tuning my ear to the patter, by noting what style fits (or doesn't), and "dressing accordingly," and I would recommend our students do the same.  They need to read academic language, they need to hear it spoken and they need to try to speak it on the spot, like a tennis player being shot balls from a tennis ball cannon.  At first, it's bound to be tough, but repetition -- within a meaningful context --will reduce the tension and increase capacity.