THOUGHTS ON “AN ACADEMIC APPROACH TO WRITING” II (SWALES)

I wish to continue my previous blog post relating to the chapter by Swales. While I feel that some of the questions raised there were pertinent, I now choose to turn my attention to a topic that may indeed cause some to accuse me of frivolity and ‘splitting hairs’. I wonder why Swales has chosen to name the chapter “AN Academic Approach . . .?” Why use the vowel-based indefinite article “AN” (as opposed to the more resolute and definite form “the”)? For instance, in the Purdue OWL online guide dealing with the definite and indefinite articles we read: “‘A’ and ‘an’ signal that the noun modified is indefinite, referring to any member of a group”
(https://owl.english.purdue.edu/owl/resource/540/01/).
If the academic approach he is referring to is projected in a non-specific way, does this not hint that there are perhaps other academic approaches to academic writing as well? Would this not contradict what Swales writes in specified terms so indicative of the absolute, essential ‘standard’ within which both aspirant and experienced writers are compelled to work? For instance, on the second last page of the chapter, Swales writes: “Now that you are familiar with the most important characteristics of academic writing . . .” (p.31). Of course, I prefer Swales’ use of the indefinite article in the title of this chapter, and I say so for good reason. As stated in my previous blog relating to Swales, some universities do in fact have their own standards for what constitutes academic English. It would be interesting to research how broad the ‘standard’ of Academic English really is. In other words, viewing the total configuration of ‘varieties of standard’ (or standards) in order to better understand the multifaceted nature of English (and Academic English writing) around the world. After all, this has always been the hallmark of ‘English’ . . . varieties are accommodated and appreciated (as opposed to, for instance, the institutionally-controlled French language). Does this reality in and of itself not heighten the relevance of the questions I posed in my first blog on Swales?

THESIS TOPIC: The Practical Introduction of a Critical Pedagogical Framework to a Secondary EFL Teacher Training Course.

Though I have not officially decided upon a definite topic, I have narrowed down the scope of my thought significantly with regards to the broad choice of a research topic. In my thesis I wish to investigate the practical introduction of a critical pedagogical framework to a secondary EFL teacher training course. Consequently, it would benefit my future enterprise if I focus my writing during this course on exploring the theme of critical pedagogy, and more specifically, critical pedagogy in context to formal teacher education. Broadly stated in question form, the motivation of my research project for this course reads as follows: ‘Has the teaching of a critical approach to pedagogy been conducted in secondary teacher education programs, specifically in Korea?’; ‘What are the dominant secondary Korean EFL teacher perceptions of critical pedagogy?’, and ‘What would be required to introduce a critical pedagogical framework to a local secondary teacher training course?’ Of course, answering the question ‘What is critical pedagogy?’ is contextually implicit in developing the previous three questions. My research will be a multi-approach study, and it is my hope that this bricolage will enable me to expose the work at hand, as well as provide for an efficient and effective analysis, and application, of the information uncovered. Therefore, some of the subtopics included will be:

A definition of critical pedagogy.

The history of critical pedagogy in secondary teacher education programs in Korea.

A survey of dominant perceptions of critical pedagogy among secondary Korean EFL teachers.

A strategy for introducing a critical pedagogical approach to a local secondary EFL teacher training course.

Examples of practical resources used in introducing a critical pedagogical approach to a local secondary EFL teacher training course – both tied to the curriculum and extra-curricular in nature.

CITING SOURCES AND THE APA GUIDE.

Throughout my formal education it was repeatedly emphasized to me to provide detailed citations and references within the texts I wrote. This was certainly related to the dominant theoretical nature of the studies concerned. Consequently, I’m always mindful to be as detailed and precise in the citations I provide. However, I have experienced a hurdle in the time I’ve spent at Woosong University. Previously I was taught to use the more British Harvard reference and citation system – consequently I am well-versed in it. Yet, at Woosong we use the more popular APA style of reference and citation. The difference in formatting has demanded a certain degree of readjusting on my part. Though both systems are forms of parenthetical referencing, each has its own particular order for the way the citation and referencing information is arranged. For this reason the APA guide is a useful manual since it provides an easy-to-use, on the spot manual for the reference and citation method required for studies at Woosong.

PRECIOUS SNOW OUTSIDE THE OFFICE

THOUGHTS ON "AN APPROACH TO ACADEMIC WRITING" (SWALES).

The article by Swales provides a good overview of several aspects related to academic writing. Though I naturally use language of a more formal nature (even in the non-academic writing I do), this can probably be attributed, in no small part, to my schooling and upbringing during childhood. Personally, I find this style attractive since it provides the text with both a measure of consistency, and it denotes a measure of respect for the reader. However, this is only my perception!!! Others may choose to disagree with my assessment of the style of English academic writing. Consequently, I have often wondered why it would be regarded unacceptable for someone to write an academic text in Bronx ghetto-style English. Is it perhaps because we associate (either consciously or unconsciously) academic style English with the notion that the English of Harvard and Oxford is good ‘well-educated’ and cultured English after all? What then if the writer of the text was indeed well-read, intelligent, and educated? Why should it be wrong for her to write in a "localized" style of language that most represents who she is, both as a person and a researcher? Is there not the danger that a standardized form of academic writing (itself a product of the phantom idea of Standardized English) may disseminate unfair advantages for some (native speakers of English) over others (non-native speakers of English)? I’m obviously considering the implication a greater sensitivity towards ‘World Englishes’ may hold for the future of standardized styles of academic English, and also fully aware that some universities in fact have their own standards for academic English.

I am not campaigning. I merely wonder about this. I do not imagine myself to possess an answer. What do you think?

I am aware that a style of academic writing known as the auto-ethnography allows for a qualified amount of informal language to be used in the academic text. However, such language is used to create autobiographical context; not convey academic concept.

INTERESTING TOPICS IN ENGLISH TEACHING.

Topics with the potential to incorporate critical social components are the most interesting for me to teach. Usually these topics avail themselves well to conversation classes, though often they can be applied to the content of curricular textbooks. These range from – among others – a critical application of information relating to racism towards Asian minority groups within Korea to an analysis of subtle messages conveyed via consumer advertising. A multitude of socially-relevant topics are available though. The topics are never intended to serve the role of propaganda. Instead, topics are meant to stimulate ideas, discussion and questions between members of discourse communities within the classroom relating to their place in the world, as well as their role in promoting a greater sense of social justice. These topics are also flexible as far as the levels of learners and time considerations are concerned. Texts can be modified; pictures and short video clips can be used to stimulate dialogue – even of the most basic quality.

Pragmatism and the Fluid Dynamic of Ideas (Response to Eric).

Firstly, I fully agree with the central pragmatic insight that nothing is intrinsic to itself . . . things are in a constant state of flux. Where this ties into Wittgenstein, as I understand, is that the world around us - and of which we form part - is constantly being "created" and "recreated" through our language based upon the quality of our perspective at the time. Our language does not "represent" the world as if the world is a static entity. Our language merely describes the world as we perceive and experience it at that particular moment in time (Rorty et al.).



When it comes to the implication of pragmatic thought in context to my previous remarks regarding copyright, I see no conflict here. Since the way we perceive the world is constantly changing - i.e our ideas are constantly mutating as they come into contact with other ideas - it follows that no idea can be regarded as complete, ideal and catalogued in and of itself. The particular idea may serve the purpose of the moment, however it will most likely not serve the purposes of the future. This is a pragmatic view to begin with, and it is also precisely why I maintain that ideas do not exist independent of other ideas (by which they are both influenced and which they exercise an influence upon).



Pragmatically, it may serve the current interests of the publishing conglomerates to maintain such a rigid stance in the copyright debate (after all, their livelihoods are at stake). However, pragmatically-speaking of course, it doesn't serve the interests of the world at large (in a digital age that is ripe for a greater level of sharing in intellectual commodities than ever before)! We live in a world where over half the global population cannot even afford a proper meal. What then to speak of overpriced books, texts, articles, and the information and knowledge these people require to provide them with the means towards greater social participation and social mobility? Pragmatically, copyright laws that restrict popular access to bolster corporate profit do not serve their interests.



Also, I don’t believe such a thing as a “safe middle ground” exists! For there to be a “safe middle ground” it would require that everybody come to consensus on what exactly would constitute such a “middle ground”, i.e. what would define its parameters. Yet, there is very little, if any, all-agreed-upon consensus within society regarding anything. And this is a good thing since the tension allows for an ongoing creativity and dynamic.

POST 1: Thoughts about Subjectivity, Ideas, and Plagiarism.

Within the legal framework of copyright, the term plagiarism implies the right of an individual – or associated group of individuals – to assert ownership over textual forms of intellectual property. While I will not deny that citations and referencing in writing are essential to the ongoing development of academic disciplines (by which discourses of knowledge come to be more clearly defined in context to both date and authorship), it is certain that ideas themselves cannot be claimed as intellectual property. I suspect the notion of originality to be just as much an unattainable ivory tower as the notion of perfection. Ontologically, ideas cannot be original since the virtual subject is a multi-layered construct influenced through social factors in both the way it thinks as well as what it thinks of. Consequently, while we may say that Jimi Hendrix was an original guitarist, this originality can only be understood to exist in context to his reconfiguration of previous influences (such as Robert Johnson). Ideas put to text function on much the same principle. Writers can therefore freely express thought stripped of the creative constraint of the impossibility of originality. However, caution needs to be exercised in the way writers configure their words. This point is at the heart of the concept of plagiarism. Yamada’s assertion that a greater awareness of ‘inferential thought processes’ – often neglected in EFL enquiries into plagiarism – needs to be developed (2003, pp.254-255) is a valid one. Through inference the writer reconfigures information in a way that allows for the export of thoughts that carry the hallmark of his / her unique background and development. Therefore, all ideas can become original, yet only so through the interaction between socially-generated knowledge and the virtual subject.

Question: To what extent has the corporation influenced the contemporary understanding of plagiarism? In other words (and talk of authorial disputes aside), does the issue of plagiarism not serve the lucrative and profitable vested interests of book, music and film publishers excessively more than supposedly safeguarding rights to intellectual property? Is the concept of sharing really such a bad thing?

Yamada, K. (2003). What Prevents ESL/EFL Writers from Avoiding Plagiarism?: Analyses of 10 North-American College Websites. In System 31, 247-258.

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paul

ALAS! ABANDON ALL HOPE YE WHO ENTER