Scholars and Sound Bites: The Myth of Academic Difficulty

Graff, Gerald

doi:10.2307/463269

Cited by 25 publications

(7 citation statements)

References 4 publications

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“…The traditional view of academic writing as unintelligible to all but a few experts is also widely accepted not only by Russian educators. Graff (2000) argues that texts intentionally made more incomprehensible are less frequent, more peripheral, and make less impact on their fields, but some journal editors who are overworked and underpaid still accept them. As a result, some really important ideas have been made less central than others.…”

Section: Reflections From Educationmentioning

confidence: 99%

They Teach Writing but They Do Not Write: Why Russian University Foreign Language Instructors Rarely Publish

Victorovna

2021

Emerging Writing Research From the Russian Federation

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Section: Reflections From Educationmentioning

confidence: 99%

They Teach Writing but They Do Not Write: Why Russian University Foreign Language Instructors Rarely Publish

Victorovna

2021

Emerging Writing Research From the Russian Federation

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“…To that end, the prose or simplified English versions can be used as jumping-off points for the language (though, as Gerald Graff [2000] demonstrates his concern with an academic resistance to 'reductive simplifications' 1043 This view is similarly shared by John Haddon (2009), who says that from his classroom experience that "our first wish is for pupils to grasp the basics of character and plot, the narrative linewe want then to get the gist, and their difficulties with (even their hostility to) the language can prevent them getting it" (75). In the Japanese context, Kenneth K. P. Chan (2014), a Japan-based English teacher at the university level, provides an empirical report on teaching Shakespeare's Two Gentlemen of Verona.…”

Section: The Storyline Before the Languagementioning

confidence: 99%

“Wisely, and slow. They stumble that run fast”: Learner-Friendly Shakespeare in an EFL Classroom

Uchimaru

2020

EMCO

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This paper discusses a learner-friendly and student-centred approach to introducing Shakespeare for less advanced English language learners in the university-level EFL classroom. Shakespeare becomes welcome material when the input is comprehensible and enjoyable. In this light, the teaching should first start with the story rather than the language. After hooking students by recounting stories from Shakespeare, the teacher needs to familiarise them with the authentic language through activities carefully designed to initiate them into the language. In approaching the content of Shakespeare’s plays, the students are asked to relate themselves to the world of Shakespeare through active methods advanced by the RSC and the world that students already know. Raising language awareness in learners rather than being taught the language, the students become less frustrated while learning to appreciate Shakespeare.

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“…Hunting the bogeyman can show to what extent, both at individual and societal levels, academic writing is mythicized (Cameron et al, 2009;Graff, 2000). While aspirational models are necessary (and, when nurtured unconsciously, unavoidable), they can become damaging if not acknowledged and questioned (Trofimova, 2017).…”

Section: Hunting the Bogeyman Behind The Lines Evija Trofimovamentioning

confidence: 99%

Seven Ways of Looking at a Data Set

Sword

Blumenstein

Kwan

et al. 2018

Qualitative Inquiry

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A literary theorist, a biologist, an historian, a writing studies scholar, and a poet walk into a wine bar. The poet says, “I’ve got a stack of 1,223 handwritten questionnaire responses here in my bag; would you like to have a look?” The others reply, “Sure. Let’s see what we can learn here.” Descending from their respective disciplinary perches, they all gather around a table and start sifting through the questionnaires, which chronicle the writing background, habits, and emotions of PhD students and faculty in 15 countries. In this single corpus of data, each researcher sees something different, and from the other researchers’ responses, each learns new ways of seeing. What counts as an appropriate data analysis? What, for that matter, counts as data? We invite you to grab a drink and join our conversation.

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Scholars and Sound Bites: The Myth of Academic Difficulty

Cited by 25 publications

References 4 publications

They Teach Writing but They Do Not Write: Why Russian University Foreign Language Instructors Rarely Publish

They Teach Writing but They Do Not Write: Why Russian University Foreign Language Instructors Rarely Publish

“Wisely, and slow. They stumble that run fast”: Learner-Friendly Shakespeare in an EFL Classroom

Seven Ways of Looking at a Data Set

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