英语单词大师：TESOL Teacher

 AA: Ive Avi Arditti with Rosanne Skirble. This week on Wordmaster -- come with us to the American Midwest to meet a young man who teaches English to speakers of other languages ... lots of other languages.

RS: His name is Josh Atherton. He taught English in South Korea for three years, and now hes teaching a class while he works on a graduate degree in education at the University of Northern Iowa.

AA: Its a writing class for students from other countries. He has twenty students -- from seventeen different countries!

TAPE: CUT ONE -- ATHERTON"Its a challenge to say the least. I am charged with teaching them standard American academic English. All the students come from different cultures and the academic languages they have learned are sometimes very different from the academic language of America."RS: Argentina, Bosnia, China, Ghana -- in fact, two brothers from Ghana -- hes got them all.

AA: Yet, as Josh Atherton has learned, his students are already familiar with some areas of American English -- maybe a little too familiar.

TAPE: CUT TWO -- ATHERTON"I think the most interesting thing for me is [that] the students have a very hard time understanding the role of swear words and curse words. These students, they know the words, the swear words, from movies and whatever theyve read on the Internet, but they dont know necessarily the connotations that surround this type of language."RS: "Right, they dont have the experience with it, they dont have the context, they dont have the emotion charged..."ATHERTON: "Exactly, so they feel its appropriate to talk like this in class and to talk like this in their writing."AA: And thats not the only thing the students have a hard time adjusting to.

TAPE: CUT THREE -- ATHERTON"You know, I tell my students, OK in this paper, in the academic papers youre going to write for American institutions, I want to see your thesis -- which I explained is the answer to the problem that theyre addressing in the paper -- I want to see your thesis in the first paragraph. And they think, well, doesnt that spoil the mystery or the suspense¹ of reading the paper if you know the answer before your hear all of the relevant details behind it?"RS: Maybe so, but what theyre learning is the traditional formula for American academic writing:

TAPE: CUT FOUR -- ATHERTON"OK, this is what the introduction should include: Introduce a topic, create a problem, answer that problem with a thesis. OK, paragraph one addresses this point, paragraph two addresses that point, and the conclusion now restates your thesis, sums up all your information and maybe provides a little direction for the future. And the students say, well, thats so boring."RS: Right now Josh Atherton is teaching the students how to do research. He talks about the need to give proper credit.

AA: That way, the students dont appear to be copying the words of an expert and claiming them as their own.

TAPE: CUT FIVE -- ATHERTON"Plagiarism in an American academic institution is seriously, seriously discouraged and I tell my students if youre caught plagiarizing², you at the very least fail the paper, probably fail the course. And the students, you know, their initial reaction is, why so serious? Whats the problem?"RS: The students tell him that in some of their cultures, theyre taught not to give their own opinion in a paper.

TAPE: CUT SIX -- ATHERTON/ARDITTI/SKIRBLEATHERTON: "So the idea is dont try to change, dont try to paraphrase³, dont try to summarize, just cut and paste and thats the idea. Whereas in America I teach my students that this is not enough to go out and tell me what these people have said, you have to do some critical thinking and you have to synthesize."AA: "Meaning ..."RS: "You can quote them."ATHERTON: "You can quote them, right, but then I have students who have an entire paper of quotes and maybe one or two lines -- truly in a five or ten page paper, one or two lines is something that theyve written themselves. And I say this is not appropriate, you need to have fewer quotes and more critical thinking.

AA: "Theyre not just writing, theyre also writing in a language, in a peculiar⁴ language in itself, of academic writing."ATHERTON: "I work my students through multiple drafts. So I tell my students when you do the first draft of any of the papers that I assign, I ask them to do a lot of free writing, I tell them to put down their dictionaries, I tell them to keep their pencils moving, just write as much as you can without paying attention to grammar and syntax and vocabulary. If they have something they want to say, put it in their native languages if they cant⁵ think of how to say it in English originally, just to get the thoughts onto the paper."RS: Josh Atherton, a graduate assistant instructor⁶ at the University of Northern Iowa.

AA: If youre in the mood to write, our e-mail address here is [email protected], or write us at VOA Wordmaster, Washington DC 20237 USA.

RS: With Avi Arditti, Im Rosanne Skirble.

1 suspense   

n.（对可能发生的事）紧张感，担心，挂虑

参考例句：

• The suspense was unbearable.这样提心吊胆的状况实在叫人受不了。
• The director used ingenious devices to keep the audience in suspense.导演用巧妙手法引起观众的悬念。

2 plagiarizing   

v.剽窃，抄袭( plagiarize的现在分词 )

参考例句：

• He was accused of plagiarizing his colleague's results. 他被指控剽窃同事的成果。
• Moderates are plagiarizing his ideas in hopes of wooing voters. 温和派为讨好选民在盗用他的观点。 来自辞典例句

3 paraphrase   

vt.将…释义，改写；n.释义，意义

参考例句：

• You may read the prose paraphrase of this poem.你可以看一下这首诗的散文释义。
• Paraphrase the following sentences or parts of sentences using your own words.用你自己的话解释下面的句子或句子的一部分。

4 peculiar   

adj.古怪的，异常的；特殊的，特有的

参考例句：

• He walks in a peculiar fashion.他走路的样子很奇特。
• He looked at me with a very peculiar expression.他用一种很奇怪的表情看着我。

5 cant   

n.斜穿，黑话，猛扔

参考例句：

• The ship took on a dangerous cant to port.船只出现向左舷危险倾斜。
• He knows thieves'cant.他懂盗贼的黑话。

6 instructor   

n.指导者，教员，教练

参考例句：

• The college jumped him from instructor to full professor.大学突然把他从讲师提升为正教授。
• The skiing instructor was a tall,sunburnt man.滑雪教练是一个高高个子晒得黑黑的男子。