{"id":1784,"date":"2021-04-01T10:31:29","date_gmt":"2021-04-01T10:31:29","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-jefferson-practicalfoundations\/?post_type=chapter&#038;p=1784"},"modified":"2021-04-02T21:35:13","modified_gmt":"2021-04-02T21:35:13","slug":"tips-for-improving-online-discussions","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-jefferson-practicalfoundations\/chapter\/tips-for-improving-online-discussions\/","title":{"raw":"Tips for Improving Online Discussions","rendered":"Tips for Improving Online Discussions"},"content":{"raw":"What follow are some tips to help us acclimate to discussion-base course work:\r\n<ul>\r\n \t<li>Use cited textual details more.\u00a0 <em>Use <\/em>here means to integrate them, setting up summaries, paraphrases, and quotes with signal phrases before source use, citing properly, and\u2014most importantly\u2014commenting on what you share.\u00a0 If you quote, deal with the specific quoted words.\u00a0 Presumably, that is why you chose to quote rather than to summarize.\u00a0 But remember that summaries do require citing.\u00a0 We know our subject is liable to ever-spiralizing generalizations, so counter that with specifics.<\/li>\r\n \t<li>Tone should not be a problem, but some people are always only ever generalizing.\u00a0 Yes, that's an intended phrasing sort of mimicking the effect.\u00a0 We should not write in tones of outrage, cliched wording, and strings of generalizing.\u00a0 Those combine for vague, chatty posts of the social media sort.<\/li>\r\n \t<li>Switching registers means using appropriate tone and word choice for the writing purpose.\u00a0 A posting differs from an essay or an academic resume.<\/li>\r\n \t<li>Many times, we're only quoting properly.\u00a0 In academia, remember that the default source use is paraphrase, not quoting.\u00a0 We only ever quote if it's really well-worded (actually a rarity in writing on education), if the quotes are the signature opinions of an expert in the field, or if the author's words counter widely-held opinion in that subject area.\u00a0 So, Freud writing about the oral and anal stages would probably fit two or three of those criteria at that time period.\u00a0 Note that summaries, if specific-enough, must get cited.<\/li>\r\n \t<li>Readers are more interested in your use of the material than the cited material.\u00a0 Set it up and interpret it.\u00a0 One need not use <em>I<\/em> or <em>you<\/em> too much in interpreting because filtering everything through the self can be limiting.<\/li>\r\n \t<li>As a grader, if I see that a student has one or two posts using the book, I'm not being supplied with enough information about whether they read.\u00a0 The onus is on the student to reflect the extent of their reading.\u00a0 That is the counterbalance to the fact that you can determine where the discussions lead, so own that through detail use.\u00a0 Remember, strings of generalizations aren't useful and we have to elevate academic arguments.<\/li>\r\n \t<li>APA, not MLA. . . use the models correctly.\u00a0 This is another code switching behavior.<\/li>\r\n \t<li>Adopt the idea that readers are skeptical and need reasoning and examples.\u00a0 I recognize that we live in a culture of people thinking they are correct because they think so, but that's not the case here.\u00a0 In using personal examples, also think about the extent to which they are typical or representative of the category you're trying to discuss.\u00a0 It may be that they are entirely atypical, mere attention grabbers designed to elicit fear, anger, or the like.<\/li>\r\n \t<li>Consider readers near the ends of posts.\u00a0 We often started with really big questions in posts (see the subjects) and never narrowed those.<\/li>\r\n \t<li>Readers would rather see you focus on a specific detail than string together generalizations.<\/li>\r\n \t<li>Read aloud, one's writing yields up these issues and can be fixed.\u00a0 Reread what you write before submitting.\u00a0 You will hear areas where no detail is present or where the tone is a preachy, vague, or editorial.<\/li>\r\n<\/ul>","rendered":"<p>What follow are some tips to help us acclimate to discussion-base course work:<\/p>\n<ul>\n<li>Use cited textual details more.\u00a0 <em>Use <\/em>here means to integrate them, setting up summaries, paraphrases, and quotes with signal phrases before source use, citing properly, and\u2014most importantly\u2014commenting on what you share.\u00a0 If you quote, deal with the specific quoted words.\u00a0 Presumably, that is why you chose to quote rather than to summarize.\u00a0 But remember that summaries do require citing.\u00a0 We know our subject is liable to ever-spiralizing generalizations, so counter that with specifics.<\/li>\n<li>Tone should not be a problem, but some people are always only ever generalizing.\u00a0 Yes, that&#8217;s an intended phrasing sort of mimicking the effect.\u00a0 We should not write in tones of outrage, cliched wording, and strings of generalizing.\u00a0 Those combine for vague, chatty posts of the social media sort.<\/li>\n<li>Switching registers means using appropriate tone and word choice for the writing purpose.\u00a0 A posting differs from an essay or an academic resume.<\/li>\n<li>Many times, we&#8217;re only quoting properly.\u00a0 In academia, remember that the default source use is paraphrase, not quoting.\u00a0 We only ever quote if it&#8217;s really well-worded (actually a rarity in writing on education), if the quotes are the signature opinions of an expert in the field, or if the author&#8217;s words counter widely-held opinion in that subject area.\u00a0 So, Freud writing about the oral and anal stages would probably fit two or three of those criteria at that time period.\u00a0 Note that summaries, if specific-enough, must get cited.<\/li>\n<li>Readers are more interested in your use of the material than the cited material.\u00a0 Set it up and interpret it.\u00a0 One need not use <em>I<\/em> or <em>you<\/em> too much in interpreting because filtering everything through the self can be limiting.<\/li>\n<li>As a grader, if I see that a student has one or two posts using the book, I&#8217;m not being supplied with enough information about whether they read.\u00a0 The onus is on the student to reflect the extent of their reading.\u00a0 That is the counterbalance to the fact that you can determine where the discussions lead, so own that through detail use.\u00a0 Remember, strings of generalizations aren&#8217;t useful and we have to elevate academic arguments.<\/li>\n<li>APA, not MLA. . . use the models correctly.\u00a0 This is another code switching behavior.<\/li>\n<li>Adopt the idea that readers are skeptical and need reasoning and examples.\u00a0 I recognize that we live in a culture of people thinking they are correct because they think so, but that&#8217;s not the case here.\u00a0 In using personal examples, also think about the extent to which they are typical or representative of the category you&#8217;re trying to discuss.\u00a0 It may be that they are entirely atypical, mere attention grabbers designed to elicit fear, anger, or the like.<\/li>\n<li>Consider readers near the ends of posts.\u00a0 We often started with really big questions in posts (see the subjects) and never narrowed those.<\/li>\n<li>Readers would rather see you focus on a specific detail than string together generalizations.<\/li>\n<li>Read aloud, one&#8217;s writing yields up these issues and can be fixed.\u00a0 Reread what you write before submitting.\u00a0 You will hear areas where no detail is present or where the tone is a preachy, vague, or editorial.<\/li>\n<\/ul>\n","protected":false},"author":53936,"menu_order":2,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-1784","chapter","type-chapter","status-publish","hentry"],"part":137,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-jefferson-practicalfoundations\/wp-json\/pressbooks\/v2\/chapters\/1784","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-jefferson-practicalfoundations\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-jefferson-practicalfoundations\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-jefferson-practicalfoundations\/wp-json\/wp\/v2\/users\/53936"}],"version-history":[{"count":1,"href":"https:\/\/courses.lumenlearning.com\/suny-jefferson-practicalfoundations\/wp-json\/pressbooks\/v2\/chapters\/1784\/revisions"}],"predecessor-version":[{"id":1785,"href":"https:\/\/courses.lumenlearning.com\/suny-jefferson-practicalfoundations\/wp-json\/pressbooks\/v2\/chapters\/1784\/revisions\/1785"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-jefferson-practicalfoundations\/wp-json\/pressbooks\/v2\/parts\/137"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-jefferson-practicalfoundations\/wp-json\/pressbooks\/v2\/chapters\/1784\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-jefferson-practicalfoundations\/wp-json\/wp\/v2\/media?parent=1784"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-jefferson-practicalfoundations\/wp-json\/pressbooks\/v2\/chapter-type?post=1784"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-jefferson-practicalfoundations\/wp-json\/wp\/v2\/contributor?post=1784"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-jefferson-practicalfoundations\/wp-json\/wp\/v2\/license?post=1784"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}