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Hi All A v brief top of head response to David's interesting q I, like, Isabelle try to focus on how student understands the task(s) they are presented with in each case. The language use then derives from this drive toward clarification of topics, questions to resolve, and parameters within which the work has been set. Though I think David's implied care in seeking to know how students interpret the specific language being used in 'advice' in a given situation is important. My response above is not an 'solution' but part of an approach: for me it goes along with - excuse the shorthand jargon - questions used in the manner of person-centred counselling (e.g. 'how do you understand what you should do when it says 'critically analyse'?) coupled with strategic informative interventions - and occasionally quite directive ones (I strongly advise you to!), concluding with something like 'Can you summarise for me what you have decided you are going to do now? ... a really Interesting discussion this - so many personal/political issues implied - of course, in tutorials like most of us, I suspect, I have strict time limits and engaging in language awareness work that informs and involves our students in the practices we are encouraging in university study really deserves more attention - and not just for international students for whom UK academic English is a new language ... John University of Plymouth -----Original Message----- From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Pottinger, Isabelle B Sent: 26 May 2006 16:57 To: [log in to unmask] Subject: Re: Language use in one-to-one advice Hi David (and other colleagues reading this) I find it helpful to start by asking students to tell me the criteria by which their work will be assessed and then to give me their judgement of how well this piece of work matches those criteria. If they have sufficient insight to do that, well and good, if not, then I help them with these first two steps. Only when these first two steps are in place do we go on to discuss the cost/benefit of putting further effort into this piece of work and eventual consequences of doing/ not doing so. Usually (and certainly in the context of the example you have given below) it is then up to the student to determine their own priorities. By the time we have reached this point, I'm aiming to meet to meet the student's declared needs so the language I use doesn't seem to matter much. In contrast, on the rare occasions where my enthusiams has run away with me or I haven't been able to build a good rapport with the student and so I've set the priorities, then the language I use becomes much more important in trying to persuade the student to fall in with my professional judgement and work towards my standards. Mmm...interesting reflection.... Best wishes, Isabelle ------------------------------- Isabelle B Pottinger Academic Counsellor Room 1.07 Scott Russell Building Heriot-Watt University Riccarton Edinburgh EH14 4AS Tel: 0131 451 3062 ________________________________ From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of David Donnarumma Sent: 26 May 2006 11:13 To: [log in to unmask] Subject: Language use in one-to-one advice Hi, On advising students re. Academic work on a one-to-one basis. I am interested in how advice is phrased. Is it enough to say "Perhaps, you should think about..." or "Have you considered...". Is it enough to use the modality of language to advise students? If students are from different cultures will they necessarily understand the use of suggestion that is used in English to indicate that something should be done? Example: The student had a deadline for Tuesday, but wanted to hand in today, because they wanted to go away. The essay needs further work. I say "you should work more on these sections". I think they need to spend the weekend working on the essay, as it is not 'up to scratch'. Should this be made explicit? Or is this crossing a boundary? Would an international student understand the use of 'should' in this context? Should I assume that an international student will understand this use? Has anyone else faced this issue? Apologies if I am describing an 'old' problem, just interested in what other people thought.. David David Donnarumma Effective Learning Adviser Learning Teaching and Development Unit, Lc019 [log in to unmask] Direct Dial: 01895 266547