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Collaborative Curriculum Revision Project: Decoding Forensic Linguistic Analysis

Collaborative Curriculum Revision Project: Decoding Forensic Linguistic Analysis. Maureen T. Matarese, Ed.D . Associate Professor Academic Literacy and Linguistics BMCC, CUNY. What is the Bottleneck to Learning?. Class context and Semester-long culminating project

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Collaborative Curriculum Revision Project: Decoding Forensic Linguistic Analysis

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  1. Collaborative Curriculum Revision Project: Decoding Forensic Linguistic Analysis Maureen T. Matarese, Ed.D. Associate Professor Academic Literacy and Linguistics BMCC, CUNY

  2. What is the Bottleneck to Learning? • Class context and Semester-long culminating project • transcribe publicly available forensic linguistic data • analyze the data using analytical approaches learned in class • categorize their analysis into themes • write those themes into paragraphs • contextualize that analysis by couching it within a research paper framework • How students fall behind (what does the bottleneck look like in student work?)

  3. How does an Expert do these things? • “Analysis” • Deconstructing analysis through Bloom’s taxonomy: The assignment requires choosing the appropriate type of discourse analysis based on your data, application of the discourse concepts, analysis through linking andcategorizing findings, and evaluating their analysis byreflecting on the connections their findings have with larger social norms and expectations.

  4. How can these skills be Explicitly Modeled? • Course structure revision to support better modeling • Metaphors to help support student learning

  5. Modeling better required course revision

  6. The new version

  7. Metaphors • THE DISCOURSE TOOLBOX • CONVERSATION ANALYSIS: DRILL BITS AND SCREWS • STANCE ANALYSIS: THE LEVEL IN THE TOOLBOX • SPEECH ACTS: THE SANDPAPER • FORENSIC COOKING • You’ve been given a random box of groceries. There are all kinds of ingredients inside. Your goal is to figure out what the person intended to cook with those ingredients. First you might categorize (synthesize) the ingredients. How many do you have of each type (how many veggies, how many herbs, what kind of protein, etc.). • Then you need to evaluate what you have: what outside world recipes might exist that include these things? That might involve some research to help stimulate ideas or you can use your own experience, particularly if you’re an experienced cook (you can use your phones if you need to).

  8. How will students Practice and get Feedback? • FORMATIVE FEEDBACK • INDIVIDUAL AND GROUP WORK IN CLASS • FULL-CREDIT DRAFTING (FULL CREDIT—IF YOU PUT TOGETHER A WHOLE ASSIGNMENT, YOU GET FULL CREDIT, NOTWITHSTANDING QUALITY) • TRANSCRIPT • MIDTERM • FINAL WRITTEN PAPER • SUMMATIVE FEEDBACK • THREE DISCOURSE ASSIGNMENTS (LOW STAKES) • FINAL TRANSCRIPT • FINAL “MIDTERM” • FINAL WRITTEN PAPER

  9. Sample lesson: PRACTICING STANCE

  10. What will Motivate the students? • CRITICAL PEDAGOGY (FREIRE) • RADICAL EMPATHY (PSYCHOLOGY, VARIOUS) • FUNDS OF KNOWLEDGE • STUDENTS AS RESEARCHERS

  11. How well are they mastering the tasks?

  12. Next Steps and Conclusions • REFLECTIONS ON THE PROCESS • CLOSING THE LOOP: A SUMMARY  ANALYSIS REVISION ASSIGNMENT

  13. THANK YOU! MAUREEN T. MATARESE MMATARESE@BMCC.CUNY.EDU

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