My name is Shyam Sharma, and this is my personal blog alongside a professional portfolio. Linked on top are portfolio pages, and on right are links to some of my professional networks. Blog posts are below, with the latest entry on top. I would love to hear your thoughts and comments through any of the venues. Thank you.
In this post, written for my department blog, I share a number of specific teaching tips for helping international students academically transition and succeed better/faster.
– – – – – – – – REPOSTED FROM RhetComp@StonyBrook – – – – – – – –
Part II: Specific Suggestions
In the first part of this post, I highlighted some general difficulties that international students face during their academic transition, focusing on the challenge of understanding/embracing new ideas, assumptions, and approaches about learning and teaching in a new academic system/culture. In this follow up entry, I list some specific suggestions for helping int’l students with their academic transition and success.
Encouraging International Students to Learn about the Big Picture Continue reading
This is a reblog of a post that I wrote for RhetComp@StonyBrook, a blog that I started and facilitated for a year (2013-14) for the Program in Writing in Rhetoric at my university.
– – – – – – – – REPOSTED FROM RhetComp@StonyBrook – – – – – – –
Part I: The Big Picture
Moving from one academic context into another, including in the case of academic disciplines and even levels, can be challenging for any student. But transitioning from the educational culture of one country to that of another altogether can add a whole new set of difficulties. In this post, I would like to highlight how significantly difference in educational practices affect international students’ academic transition and success. Continue reading
As I observed my six and eight year old children improving their Nepali at an astonishing speed during my family’s six-week stay in Nepal this summer, I wondered once again why forcing young people to speak in English only for their entire school lives doesn’t make most of them speak the language very fluently.
In the case of my children, perhaps it was the fact that they were driven by the need and desire to reciprocate their grandmothers’ absolute love by improving their fluency in Nepali. Perhaps it was the two little playmates downstairs who didn’t understand English and provided the right supply of child talk. Perhaps it was the constant attention and bursts of laughter from the many family members and visitors who found their Nepali accent cute and who always praised the pace of their learning. Continue reading
Published on July 2, 2016 [Logic of Writing]
It is not necessary to “dumb down” specialized ideas when writing for “general” public, which, by the way, doesn’t exist.
Previous generations arguably had two rather distinct groups of people when it came to reading and writing specialized bodies of knowledge: there were the few educated people mainly at the center of political and economic hierarchy, and there was the “general” public. The spread of literacy and higher education have now radically blurred that boundary. However, myths about communicating complex ideas still prevail. Like the myth about “good writers” that I wrote about here previously, the idea that there is a general public who can only handle simplified language is a misconception that any writer should avoid.
Read the full article on Republica.
The belief that you need to be a “good writer” to write effectively is a myth that has insalubrious consequences
In place of a society where “writers” were a few creative and educated people who did all the writing for the rest of us, we now have a society where everyone constantly writes. And yet, many myths about writers and writing prevail. The first of those myths is that good writing requires good writers. As someone who pursued two post-graduate degrees in “writing studies,” let me share the bad news: Good writers are a myth. Good news: You don’t need to be a “good writer” to write well.
In the same way “literacy” means much more than being able to read printed words, “writing” has far transcended the mere act of translating ideas into words and sentences on the page (or screen). Within a vast range of means, modes, and functions that it encompasses, writing now includes the personal, social and professional act of using script to get things done. The other older meaning of writing, creative expression, like the more mechanical form, has also become marginal in the big picture. That is, most of us have to write “effectively” for given contexts and purposes, instead of generally “well.”
To communicate effectively in an increasingly globalized world, we must understand others through the lens of “context” rather than “culture.”
“I am a Chinese citizen but I don’t have very high expectation of this place,” said a young man, as I joined a line outside the Chinese Consulate in New York City last Friday. Many people in line—most of whom were there to apply for a visa, like me—seemed tense, with some vocally complaining. “I hate this,” said another, without specifying what it was that he hated. The line was moving forward fairly quickly and the weather was pleasant. Continue reading
Some time ago, while I was teaching a first-year writing course that only had international students, after a good class discussion about the importance of writing courses like that as a place to learn some of the fundamentals of American higher education, one student followed me to my office to say how inspired he was by the discussion. But then he added, with tears in his eyes, that he was dropping out of that summer course. After finding out how much the course would cost him during the summer term, he had talked to his parents in South Korea and decided to not take it.
Since the advent of what is called the “global turn” in Writing Studies, our scholarship, programs, and pedagogies have been increasingly focusing on internationalization as a critical educational goal of higher education that we are well positioned to help advance. This interest has manifested particularly in the discourse about multilingualism, translingualism, transnational writing research, and cross-cultural communicative competence. I strongly believe that, as writing teachers, we are an egalitarian, progressive, and sensitive community of scholars who appreciate what our students from around the world bring to our classrooms—how they continue to teach and inspire us—how all students benefit from the increasingly globalized classrooms. Continue reading
For millions of people around the world – or perhaps several billions — education means understanding and/or memorizing ideas in different subjects and demonstrating that knowledge or memory on paper. From school systems all over South Asia to stringent testing regimes in China and South Korea to increasingly standardized testing methods that characterize more areas and levels of education in the Western world, formal education is still not aligned well with needs and uses of knowledge outside school. Perhaps the most striking case in this regard, you guessed it, is our own country Nepal. However, instead of rehashing this old, rather tired theme about traditional education, let me describe what kind of education learners need in order to thrive in the knowledge economy. Continue reading
rather political responses to the ongoing redistribution of economic and geopolitical power around the world …. Living in the US, a society where monolingual policies and assumptions are (understandably) prevalent in most walks of life, I was pleased to see the emerging appreciation of multilingualism because I think this will only have positive outcomes on local and global levels.During the past year, I came across a lot of news items (including some based on scientific studies) about the benefits of multilingualism. There was so much on this issue that I sometimes wondered if the scientific and sociological studies were essentially a part of
Amidst yet another crisis at home, one of the issues that worry me is how the education of younger generations is being affected. I’ve written about privatization and phony ideas about quality education that are making it increasingly difficult for the children of a vast majority of poor people to become successful on the basis of their talent and hard work alone (like we used to be twenty years ago). Rising cost of education is one of those forces that lead parents and students to ask the wrong questions about what to study, what career to pursue. As they pursue higher education in the fog of crises after crises, how are members of Nepal’s young generation choosing what field to study, what career to pursue? Continue reading