Pamela,
I agree with you. You have to set the expectation. . . and hold them to it.
Dr. Kelly Wilkinson
I think it is important to be the example and provide an example for students to model. Meaning, instructors must model the behavior they wish students to demonstrate, by using proper language and grammar.
Also, I have often created a demonstration piece so students can model their writing. In addition, I would make it clear to the class that proper language is required at the onset of the course.
I also find that students tend to have poor writing skills or are so used to using text message lingo and abbreviations these are showing up in discussions and submitted assignments. One thing that I have done is add the following in my welcome to students:
Proper Writing:
In this electronic age it has become easy to forget that in the classroom and in the professional world that text message slang and abbreviations should never be used. I do not want to see “u for you†“ur for you are†“thx for thank you†and so on. So do not use these or any others on the discussion boards or in your submissions.
I have found since I added this a great reduction in students using text message slang and abbreviations.
Michael,
Nice question. I actually use the 140 character limit of twitter to teach writing concisely. They have to get a business point across before within the character limit. It is not easy. I would also give them a social media page and have them sanitize it.
Dr. Kelly Wilkinson
Trude,
I don't know what to say!!!! I do understand that it is hard to push good communication skills when their other instructors are poor communicators. I think you stick to your guns regarding the communication. You should have them run a discussion and make their responsible for good communication.
Dr. Kelly Wilkinson
Stephen,
So true! The delivery should not impact the rules of communication. Great ideas.
Dr. Kelly Wilkinson
Most of my students are teachers seeking an advanced degree in Education. I find it very frustrating when teachers lack the ability to write grammatical sentences and paragraphs. They are the result of an educational system that has downgraded the importance of reading and writing for years. It is the ultimate example of "social promotion" when people graduate from high school, college, and are licensed by their states as k-12 teachers and cannot read or write at a 12th grade level. My students are victims of the system and they end up perpetuating the victimization on the next generation unless something changes.
I point out that they have to be role models for their students. I also tell them that although other forms of communication may work in some contexts, if they want to grow into leadership positions within their field they will need to master the skills of written communications. It is difficult to tell someone who has been told that they are okay for years that they need improvement. I'm really not sure how to motivate them to work on their skills although our university provides supplementary learning labs to address the problem. I think they perceive me as a "nag" and wait to get the next instructor who will ignore the problem in the same manner that all of their previous instructors did.
I would welcome suggestions from others who have faced this problem.
I have had many interactions with students who like to use different methods of connecting with me. Some of them include: Instant Messaging, Cell Phone texting, and voicemail among other contemporary forms of communication. I embrace them and let students know that there are many different ways they can contact me ~ even though it might not be during established office hours. I do not, however, although to "get away with" using substandard English when communicating with me. Often, I will ask the student to restate their question or request again before solving or answering their question/request. Students forget that the instructor is not their peer and that slang and substandard English is not acceptable to use, especially with the instructor. I politely ask them, not trying to reprimand or humiliate them, but to help them to stop and think of what they are saying and how they are saying it. It is my contribution to enabling my students to become more professional in their communications.
