Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i1DMDhI04056; Fri, 13 Feb 2004 17:13:43 -0500 (EST) Date: Fri, 13 Feb 2004 17:13:43 -0500 (EST) Message-Id: <17978373.1076710299642.JavaMail.root@dewey.psp.pas.earthlink.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: ggillette@ix.netcom.com To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:1014] RE: discourse has many facets (brief) X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Earthlink Zoo Mail 1.0 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii Status: O Content-Length: 3338 Lines: 80 Consider the purpose Consider the audience Organize and present information Pay attention to conventions Revise and edit to convey meaning. The real question ought to be, do we practice what we teach? Gloria Gillette -----Original Message----- From: Bonnie Odiorne <bonniesophia@adelphia.net> Sent: Feb 13, 2004 3:51 PM To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:1010] RE: discourse has many facets (brief) I think that what might be happening here is a "classic" divide, between "academic" and "practitioner," or at least those practitioners (including me, sometimes) who tend to go into academic-speak, and thus MYEGO: My eyes glaze over. It can be shorthand, the legitimate terminology of the field. It can be pretentiousness, the kind of "I want you to know I know" that first-year graduate students are so good at. Or it can be sheer cluelessness that things could possibly be phrased otherwise, or more "accessibly", even to "us." I need you to know that I've been in all these positions in my ill-starred (or starry-eyed) career. As for the question of "science," I agree about what has been said: that if anecdotes are to be used in research, there needs to be a framework for them, a question asked that they can answer. Otherwise-- and perhaps this was the initial intention?-- they exist to give a "human" face to the numbers, furnish data on outcomes not covered by the NRS, or to personalze the issue for those funders or legislators who might be moved to respond differently. God knows I have work to do, too, and reading these posts does get wearisome. But it also keeps us in touch with the professional discourse of our field, a collegiality (which should be collegial) which keeps us on our toes. I don't feel that anyone need censor him/herself, though I agree a bit that we should get as upset (and do) about issues as about expletives. Every list has rules against flaming. Let's accord ourselves the same dignity as we do our students. And, yes, isn't it great that the conservative positivists are into deconstruction?! Oh, the inroads into classical humanism--or is it scientific discourse that is the current bulwark against the forces of anarchy and the demise of values? Warmest Regards, Bonnie Odiorne Ph.D Program Faciliator Working Smart Computers 4 Kids Silas Bronson Library Information Technology Center Waterbury, CT Integrating Technology, ABE and ESL Instruction -----Original Message----- From: nifl-aalpd@nifl.gov [mailto:nifl-aalpd@nifl.gov]On Behalf Of George E. Demetrion Sent: Friday, February 13, 2004 3:25 PM To: Multiple recipients of list Subject: [NIFL-AALPD:1008] discourse has many facets (brief) On Fri, 13 Feb 2004 14:45:46 -0500 (EST) Melissa Monti <melissa_monti@iu13.org> >Guess I should just continue my scan and delete practice and get back >to work. For there is work to be done, no? > >M. Monti Melissa (and others), I would maintain that these discussions are part of the critical work that needs attention and that discourse has many facets, including the more scholarly, dialogical, and polemical. I don't view any of these dimensions of discourse as inherently superior or inferior, but that's just me, though I do agree that what keeps open the discussion and what tends to close it are important matters. George
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