I was hoping for more comments on the last post, but if y’all aren’t going to discuss, that’s okay; I can lecture.
When I was a student, my cohort and I were good at reading subtexts. Many of my students are not. And yet, if I’m very direct about certain kinds of instruction, this can be read as bossy, bitchy, rude. I suppose a lot has to do with tone of voice and body language. And I think being direct is usually better than indirect direction. But sometimes I would prefer to put a page of translations and explanations in the syllabus, something like this:
If I say, “Of course you know,” or “Let me remind you,” I mean I expect you don’t know, but you should, and I am going to fill in some information so we can all pretend you knew this all along. Listen carefully, so you can keep up your end of the pretense.
If I say, “You might want to look at [Source],” this means “Go to the library and look up [Source].” Similarly, “You really should look at [Source]” indicates that I’m surprised you haven’t done this already and you had better find [Source] ASAP.
Just because I have a sense of humor doesn’t mean I’m an easy grader. Just because we find the same things funny doesn’t mean I will cut you any slack on your research.
I don’t always know things you ask me in class. I will go and look them up, and answer your question next time. I will not put imprecise information on handouts or other formal documents (like things I’m trying to publish). Similarly, you should look up information you don’t know, and and avoid imprecision and generalizations in formal documents (like your written work for class).
Comments on “translations” you would use or need? Class?