Surviving Linguistics A Guide For Graduate Students First Edition 2006
Lorean Hoefert
Some communities, however, prefer identity-first language because they consider some characteristics as inseparable parts of their identity. Those who prefer identity-first language consider it a way to show pride in who they are and their membership in a community of similar people. The deaf and autistic communities, for example, often show a strong preference for identity-first language. When possible, ask if a person or group uses identity-first language (deaf students) or person-first language (students who are deaf). Default to using person-first language if preference is not known or cannot be determined.
surviving linguistics a guide for graduate students first edition 2006
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You know more than you might think, and your students are likely to cooperate if given a chance. Realizing that your competence is somewhat on the line, what follows are some suggestions to ease the stress and increase the excitement of your first day as TA.
TELL YOUR STUDENTS A LITTLE ABOUT YOURSELF on the first day. This will remind them that you are human. If you want to inform them that you are a new TA, that's fine, but don't come across as helpless. Rather, let them know how they can help you and fulfill their responsibilities as students (e.g., "Stop me if you have a question," or "Let me know if I make an obvious mistake.").
STUDENTS MUST BE ABLE TO SEE AND TO READ WHAT YOU HAVE WRITTEN. Illegible or obscured work is valueless. Watch out if you have small handwriting, tend to scrawl, or write too lightly. Sit in one of the last rows and take a critical look at your board work. Unless the floor of the classroom is sloped, students in the middle of the room won't be able to see the bottom of the board. Some TAs like to mark the off the "bottom line of visibility" with a chalk line. If there is a desk at the front of the class, keep it clear of objects that might obstruct vision. Additionally, try to keep your work visible for as long as possible. If you are right-handed, fill the right-hand panel first, then move to the panel on the left and continue your writing. In this way, you will not be blocking the view of students copying the writing that you have just completed.
LEARN YOUR STUDENTS' NAMES, preferably by the end of the first class. Calling your students by name goes a long way toward helping them feel at ease and included in the class. You can ask them to put signs on their desks; you can use your roster with pictures or assign them to certain groups as memorization strategies. Remembering names might not be as simple in large classes, in which case, you could try strategies such as: dividing them in groups and naming the group. That way, even if you can't remember individual names, you will know their group, their dynamics and some common trends.
BE SENSITIVE TO STUDENT NOTE-TAKING NEEDS. Whenever you can, use phrases like, "There are four applications of this theory... The first one is..." Your care in phrasing and pacing what you have to say lets students know you're aware of their presence. Organize your thoughts and the pace of the class. You also can make your lectures available via podcast, or you can upload the information you used to Blackboard, whether that be in a PowerPoint or even your handwritten notes.
The student who never speaks out in class also presents a problem. By making sure that all members of a class (if small enough) know each other by name and by trying to create a safe environment, you can sometimes overcome the silent student's fear of speaking. Small group activities-where the students discuss issues in pairs, for example, also can make it easier for a shy student to open up. As with the talkative student, do not ridicule or put the silent student on the spot, but do try to elicit answers from him or her at first once every session and later more frequently when he or she begins to appear more comfortable responding.
Talking with the student privately also can help. Reasons for being silent may vary. One silent student may merely enjoy listening. Another may lack confidence to contribute. The latter is very common among first-year students. Some students simply have quiet personalities; others may be undergoing personal stresses that inhibit their speaking in class. Some may be unprepared. Even after you gently encourage them to speak, they may remain silent. This is their right, and ultimately you must respect their privacy.
You may find that some students will unrelentingly pursue you if you give them a lower grade than they expected. Many faculty and TAs complain that they have had even A-minuses vigorously contested! While it is good that students are concerned about their grades, there are ways to minimize such extreme incidents. Make it entirely clear from the beginning exactly what you expect in papers or tests. If possible, make available some guidelines for a good essay or examples of a superior exam answer and follow a grading rubric. Explain that you grade the work or the performance, not the student's character. If students consider themselves "A students," they will probably let you know. Make sure that you applaud their previous work, but clarify that you will evaluate their performance in your class and your class only. Having a prosperous past does not guarantee a prominent present. When you do put the grade down, note in some detail weak and strong points of the work and suggestions for a better performance next time.
Although grade grubbers can discourage you and appear to undermine the academic enterprise, remember that this generation of students is under pressures you may not have had as an undergraduate. Even though you do not have to second guess yourself or succumb to their pressure, you can work with them by having them understand that to obtain a perfect grade, outstanding work needs to be submitted. You also will have more success if you listen to and respond to their anxieties and complaints and re-direct their energy by inviting them to invest themselves in working instead of devoting their extra time to complaining.
Whether starting fresh with your first group of students or revitalizing your commitment to the profession you entered many years ago, this handbook will easily become the well-worn reference you turn to again and again for quick tips, practical applications, and words of encouragement.
Grace and William, both first-year students at College W, are required to have certain books and other reading materials to use in their mandatory first-year classes. The college has no policy about how students should obtain these materials, but any student who purchases them from College W's bookstore will receive a bill directly from the college. William bought the books from a friend; Grace bought the books at College W's bookstore. Both are qualified education expenses for the American opportunity credit.
After taking classes at College V on a part-time basis for a few years, Shelly became a full-time student for the 2022 spring semester. College V classified Shelly as a second-semester senior (fourth year) for the 2022 spring semester and as a first-semester graduate student (fifth year) for the 2022 fall semester. Because College V didn't classify Shelly as having completed the first 4 years of postsecondary education as of the beginning of 2022, Shelly is an eligible student for tax year 2022. Therefore, the qualified education expenses paid for the 2022 spring semester and the 2022 fall semester are taken into account in figuring the American opportunity credit for 2022.
Donna and Charles, both first-year students at College W, are required to have certain books and other reading materials to use in their mandatory first-year classes. The college has no policy about how students should obtain these materials, but any student who purchases them from College W's bookstore will receive a bill directly from the college. Charles bought the books from a friend, so what was paid for them isn't a qualified education expense. Donna bought the books at College W's bookstore. Although Donna paid College W directly for the first-year books and materials, the payment isn't a qualified expense because the books and materials aren't required to be purchased from College W for enrollment or attendance at the institution.
The amount of the lifetime learning credit is 20% of the first $10,000 of qualified education expenses you paid for all eligible students. The maximum amount of lifetime learning credit you can claim for 2022 is $2,000 (20% $10,000). However, that amount may be reduced based on your MAGI. See Effect of the Amount of Your Income on the Amount of Your Credit, later.
You figure the tentative lifetime learning credit (20% of the first $10,000 of qualified education expenses you paid for all eligible students). The result is a $1,320 (20% x $6,600) tentative credit.
In 2022, you graduated from high school and began your first semester of college. That year, you had $1,000 of qualified elementary and secondary education expenses (QESEE) for high school and $3,000 of QHEE for college. Your QESEE doesn't include tuition. To pay these expenses, you withdrew $800 from your Coverdell ESA and $4,200 from your QTP. No one claimed you as a dependent, nor were you eligible for an education credit. You didn't receive any tax-free educational assistance in 2022. You must allocate your total qualified education expenses between the two distributions.
It can be extremely challenging to complete a PhD program while maintaining physical and emotional health. The Chronicle of Higher Education reports that 50 percent of all doctoral students drop out of graduate school without completing their degree. Some schools report a 90 percent attrition rate. Common reasons for dropping out include academic shortcomings, students who change their career path, or those who lose interest in their pursuit. Some students have the ability to complete their degree but opt not to. One cause is the discovery of a poor job market for professors or private organizations in their fields. The Chronicle reports that math and science students leave in their third year. Some 25 percent of dropouts in Arts and Humanities occur after three years, potentially leaving candidates with high student debt and despair. This guide offers examples of concrete, accessible, and practical actions that can alleviate many problems that overwhelm doctoral students.
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