Scholarship of Teaching and Learning: Investigating Patterns and Possibilities in an Academic Oral Genre

Abstract

Trained in a distanced and distancing style of writing, students on the threshold of graduate study in archeology can find oral presentations challenging. Although they worry about presenting themselves (“Will I sound like a competent scholar?”) and presenting information (“Will they think I know what I'm talking about?”), their success depends largely on linguistic choices that affect the degree of abstraction in the message itself. Through participant observation, I discovered that effective communication in this setting was related, in part, to choices about oral grammar. I drew on functional grammar and the sociology of scientific discourse to understand my observations, and offered these insights to the honors students planning their presentations.

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