Discussion as Academic Discourse

For the weekly participation the aspect of academic discourse is very important in how the postings are graded.

Important Note: This information is only one part of the larger picture for your weekly participation grades, please also review the other folders in the Discussion Board and Participation Information section (the folders include: Discussion Board Introduction, Discussion Board: Basic Requirements and Terminology, Discussion Board Scoring Breakdowns and Rubric, and Discussion Board Samples).

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Academic Discourse: What does it mean to post to a college course Discussion Board? (The formal/informal processing of class topics.)

Many of us are familiar with posting on an Internet Discussion Board or comments to a blog or in a personal email or through Instant Messenger to our friends, but it is very important to know that this is a different type of forum. As with any scholarly/academic discussion that happens within a classroom setting, there are certain ways of communicating amongst your peers. The forums in this class are set up to allow us as a larger Learning Community to explore the ideas presented each week, and for you to individually offer new insights into the topics. This means that there is to be a collegial and rigorous level of discourse occurring at all times.

For your interactions with other students, it is expected that there is to be a respect shown to various viewpoints and experiences. This does not mean we have to agree with each other, indeed my expectation is that we are challenging each other's and our own ideas, and that we are building upon disagreements and agreements to create a shared body of knowledge each week.

Additionally, as with any academic forum of research and discourse there are certain expectations for the ways in which a student approaches the course materials. This means that we are going beyond the personal and very informal discussion that is found in other venues and each student is able to:

• Frame a central question and/or argument that is then backed up with proper evidence of topic knowledge and also includes original thinking about possible answers to the question/argument (even if this means you may later re-frame and change your first posed question/argument).
• Analyze all topics presented by the instructor and other students in a critical fashion, which goes beyond simple agreeing/disagreeing statements.
• Interpret connections between multiple topic areas and/or author arguments to form new insights into the materials covered.
• Research and use outside resources to back up arguments and statements, and research sources that demonstrate the student is well versed in the literature about the topic areas.
• Classify the topics and sources into easy to understand descriptions of the concepts presented each week.
• Articulate thoughts, arguments, topic connections, sources, and other statements into a cohesive and detailed writing in which proper grammar and writing structures allow for easy reader understanding of even the most complex of ideas.
• Pose questions to the learning community for further consideration and research.

What this really comes down to is Critical Thinking. If you feel that your thoughts are not being understood by me (as instructor) and/or your colleagues on the Discussion Board, I highly recommend reviewing the Critical Thinking Model ("Elements and Standards" Online Model). With your computer mouse roll over each section and explore how well your arguments and thoughts are fitting into the categories found within each slice of the circle. Read through the descriptions and questions that come up and apply them to your critical thinking within your Discussion Board postings.

A well cultivated critical thinker:

• raises vital questions and problems, formulating them clearly and
  precisely;
• gathers and assesses relevant information, using abstract ideas to
  interpret it effectively comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;
• thinks openmindedly within alternative systems of thought,
• recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and
• communicates effectively with others in figuring out solutions to complex problems.

Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism. (Scriven, M., & Paul, P. Retrieved April 21, 2008, from http://www.criticalthinking.org/aboutCT/definingCT.cfm)