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
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.”
Since I made a trip to New York City to visit the SUNY Center for Collaborative Online International Learning (SUNY COIL) last week, I’ve been thinking about and trying to find and read any scholarship on how writing teachers in colleges/universities in the US incorporate the element of “global citizenship” (GC) into their teaching.
I knew that the concept of GC is defined and perceived in a wide variety of ways, including as a terrible idea (one that promotes world governance and undermines local cultures and values), as a proxy for imperialism and commercial globalization, as a fancy buzzword that is ultimately empty of practical use and meaning, as a useless ideal, and as a “chimerical idea” (as one professor called it when rejecting my proposal for a seminar paper in graduate school; maybe he saw that I hadn’t done enough research yet and thought that I couldn’t fully engage the complex debates surrounding the topic, or maybe he thought that I took the term at face value–whatever it was, he was the professor!).
But until this week, I didn’t know that there is actually a lot of scholarship in my own discipline that is more or less relevant to the topic. You know this is why I love my discipline, Composition and Rhetoric. The field is diverse, it is interdisciplinary, and if you start looking for resources, you find good ideas about almost anything. But I digress.
So, I went to New York City last week, and was inspired. Continue reading
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
Another post about #clmooc. Last week, I followed other colleagues’ work with great interest but couldn’t create anything myself. But building on that spirit, I’d like to start this post by sharing my main idea through an illumination.
Images can be relatively universal, but because their imitation or representation of the world or ideas are mediated by selection, perspective, perception, and interpretation, even the seemingly most universal images create room for complex conversations.
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