The psychology department of State University is considered an academic discourse community. They have a stated purpose, requirements for membership, and exercise intercommunication techniques. Furthermore, they have shared common knowledge that they use to advance their discipline and attract new members. Eleanor Kutz, a leading expert in the field of language and literacy, argues that academic discourse communities differ from informal ones in the critical area of assumed shared knowledge. She states, “building on the assumed shared knowledge...affects how people participate in academic communities, including introductory ones” (Kutz 344). In other words, professors introduce basic concepts when students enter the community. These concepts are the foundation that will eventually give rise to greater functionality within the desired academic discipline. The purpose of the academic discourse community is to foster development of novice members and therefore, assuring that the community has the resources to sustain itself. The purpose of my research stems from this concept of shared knowledge and how it relates to membership and survival. John Swales theorizes, “survival of the community depends on a reasonable ratio between novices and experts” (Swales 27). Building upon this notion, I aim to show how freshmen to professors are dependent upon one another and how this community achieves their purpose of shared common knowledge. I will do so by focusing on their modes of academic advancement, intercommunication techniques, and shared public goals. Additionally, my research also reveals insight on how a bachelor’s degree in psychology translates into employment. Methodology: Experiences, Observation, and Documen... ... middle of paper ... ... feedback” (Swales 26). This function lends evidence to the idea that within any academic discourse community, there must be ways to pass on knowledge and feedback. This is the action that maintains life within the community. The exercise of passing on shared information allows the Department of Psychology to expand, stay relevant, attract new members, help the community, and function with unity to accomplish their stated purpose and goals. Works Cited Kutz, Eleanor. Exploring Literacy: A Guide to Reading, Writing, and Research. New York: Pearson/Longman, 2004. Print. "Many Opportunities for Psychology Students at Akron." The University of Akron : Psychology. N.p., n.d. Web. 20 Mar. 2014. . Swales, John M. Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge United Press, 1990. Print.
Who suggested that “we feel sorry because we cry . . . afraid because we tremble”?
Chapter 4 discusses the several states of consciousness: the nature of consciousness, sleep and dreams, psychoactive drugs, hypnosis, and meditation. Consciousness is a crucial part of human experience, it represents that private inner mind where we think, feel, plan, wish, pray, omagine, and quietly relive experiences. William James described the mind as a stream of consciousness, a continuous flow of changing sensations, images thoughts, and feelings. Consciousness has two major parts: awareness and arousal. Awareness includes the awareness of the self and thoughts about one's experiences. Arousal is the physiological state of being engaged with the environment. Theory of mind refers to individuals understanding that they and others think,
The thesis, or the main idea of the book, is that by using specific communication techniques, we can turn difficult discussions into productive learning conversations.
Human’s core knowledge starts when we first enter kindergarten and, according to Murray, ends once we finish high school. The completion of high school comes with a diploma and “considerable flesh on the liberal education skeleton for students who are still interested” (Murray 237). Murray believes that only the top five percent of high school graduates will be successful in obtaining a Bachelor of Arts degree because of the sheer difficulty of the degree and the challenging courses that are required. The lower down the “linguistic ladder” (Murray 239) one is, the less likely they are to thrive in college or enjoy the readings
Learning can occur by design, through study or instruction, or unintentionally simply through experience (Driscoll, 2015). Capella University graduate programs build from the reflective-practitioner model to the practitioner-scholar methodology of learning. All U.S graduate degree programs are designed by faculty experts in their fields and involve advanced, focused study in a scholarly experience that goes beyond the bachelor’s degree. According to Gullahorn (2004), Students' active involvement in the learning and discovery process is promoted by faculty mentoring and frequent interaction between faculty and students as well as among students in structured and informal settings. Together, the faculty and students form a graduate community of scholars that enhances learning and discovery as well as personal growth and professional socialization (p. 204 – 207).
As put by Jen Waak in regarding the human need for community, “By surrounding yourself with others working toward a similar goal, you’ll get...yourself a bit further than you would have done on your own,” (Waak). By being able to see and participate in these different communities centered around different objectives, the goal becomes easier to achieve and bonds the group into something more through trying to reach it. This new unit is called a discourse community and is defined by John Swales as containing six specific characteristics: having a common goal, showing intercommunication and using lexis, having participation within the group, being defined by genres of texts, and having members with areas of expertise for the community. When looking
...d uses its appeal to make the student engaged. Students respond well when class discussion is open and formal. All too often, teachers design their lectures to. Students respond well when class discussion is open and formal. All too often, teachers design their lectures with the mindset that they need to facilitate their job through PowerPoint presentations and long lectures with little student interaction. There is something to be said about the accessibility of professors being approachable; however, having a class discussion that operates well creates the small interactive community both inside and out of the classroom. Ultimately, universities have the opportunity to mold the rather plastic minds of young adults; they need to be willing to take a hard look at how they instruct their students and offer new and invigorating teaching techniques in their classes.
Jaffee, D. (2004, July 9). Learning communities can be cohesive and divisive. The Chronicle of Higher Education, B16.
Graff, Gerald, Cathy Birkenstein, and Russel K. Durst. "They Say/I Say": The Moves That Matter in Academic Writing: With Readings. Vol. 2e. New York: W.W. Norton &, 2012. Print.
Worthern further advances her claim by utilizing specific experiences of different professors. For example, she states the encounters from a Math professor Mark Tomforde as well as an English professor Angela Jackson- Brown to provide different perspectives to support her claim of the exacerbated use of informal language in conversing with professors. Professor Mark Tomforde reflects a moment,“There were also the emails written like text messages. Worse than the text abbreviation was the level of informality, with no address or sign off.” Through the narration of Professor Tomforde, who has taught over twenty decades, Worthern presents a believable witness of the transformation of how students address to the professor. It highlights students’ informality has exceeded the limit of being acceptable in a college environment in addition to the gradual disappearance of the value of respect. Similarly, Professor Jackson-Brown recalls, “deference has waned ...I go out of my way to not give them [ the students] access to my
Downs, Doug. "The Concept of Discourse Community." Writing about Writing: A College Reader. By Elizabeth A. Wardle. Boston: Bedford/St. Martins, 2011. 466-78. Print.
Palmer, Parker J. “The Quest for Community in Higher Education.” Criteria 2011-2012: A Journal of First-year Writing. Eds. Mary K. Jackman and Lee Gibson. Dallas: SMU Dept. of English, 2011. 46-55. Print.
This thesis utilises McDermott and Snyder (2002) definition of communities of practice (CoP). This definition is relevant and consistently useful to this research because the authors define communities of practice as groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis. On the other hand, Lesser and Storck (2001) define these communities could meet at a physical location or could be virtually connected through various communication media such as email and internet applications.
Bio-Psychologists study the principles of biology as it relates to the comprehension of psychology in the field neuroscience that underlies ones emotions, ideology, and actions (Brittanica). Based upon the conduction of research, the relationship between the brain and ones behavior extends to the physiological process in one’s intellect. Scientists are cognizant that neurotransmitters function as a significant role in mood regulation and other aspects of psychological problems including depression and anxiety. A biological perspective are relevant to psychology in three techniques including: the comparative method, physiology, and the investigation of inheritance (Saul Mc. Leod).
It has been my lifelong dream to have a profound academic achievement. My personal goal is to become a Licensed Psychologist. Just recently I graduated from my Bachelor's degree in Psychology from the University of Phoenix. This first step in my educational pursuit gave me the confidence that I can still fulfill my dream of becoming a psychologist. There are a few turns and road blocks in my educational trek; however, I never lose sight of my goal. I now, more than ever, intensified my passion for reaching my goal.