I have seen many questions, answers and posts since I joined eNotes. It is noted that some of these are not written meticulously and at times do not convey what is intended.
I think there is a need to find the root cause for the lack of precision in writing and address the same by taking corrective measures.
May I have your views on the issue.
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I believe that post #7 is right on the money. I agree with much of what has been said with the most important point being to meet students where they are. Students have emailed their thanks to me at times because they truly did not understand and didn't feel comfortable admitting that to the teacher because everyone else seemed to understand. This format is essentially anonymous so students feel that they can ask whatever they need to.
I think that we have to meet students where they are, just as we do in the classroom. I have never been shy about asking students to clarify questions, and I see that others do it very often as well. As for answers, I try to make mine as detailed as possible, and frankly I probably err on the side of too much detail. Should effective communication, including communication in online contexts, be emphasized more in classrooms? Of course. But I don't think we can or should hold students accountable for that here.
I think that sometimes the space limitations pose some difficulty for the student asking the question, and sometimes the student may be working from a mobile device rather than a computer, which could make it harder to ask a lengthy question. However, there are other times when the lack of precision may be a sign of honesty - the student is trying to paraphrase something that the teacher asked, rather than attempting to get us to do his/her homework. I am comfortable with that.
I try to provide enough links so the student can access the detail he/she needs to understand the answer thoroughly.
When I'm responding to questions, I try to give as much detail as possible that will answer the question without overwhelming the student. I think the biggest challenge to doing that is figuring out what the student is asking. Sometimes the question is vague and there is no immediate way to clarify the question with the student, while other times the question is asking for extensive detail that really goes beyond one question.
When I began responding to questions, it was annoying to me, too. However, I have acquired some perspective on this over the years. For one thing, there are space limitations. For another, students are often in a hurry when they ask their questions. But most importantly, they are here because they need help. If they don't know how to properly formulate a question, that is part of the help we can give them. Often I see a question on a literary text that has no indication of what the text is. I simply email the student to suggest that the student clarify, so we can answer. Who amongst us has not made a mistake?
My view is that answers of the length that we provide are inevitably going to be incomplete. It is also the case that there will sometimes be misunderstandings and people who write answers might not fully understand the meaning of the question being asked.
asking a question is a skill which we learn with time. and understanding a question and giving answer also need full life to learn .
As has been mentioned, for some students, English is their second or third language. Others may be typing quickly, sometimes even they may not even understand the terms they are asking about, so they phrase the question incorrectly.
I try to askmy questions in the simplest way, given that English is my first language, but I am sometimes disappointed when I find an editor just quickly answered my question without giving much detail, and replying in a vague manner.
But I really appreciate all the editors that give detailed, helpful and knowledgeable answers. I am deeply grateful to them for helping me understand issues and for clarifying terms. It's just very frustrating when some answers are just to answer as many questions as possible, because they don't help me, and I am here to learn, share knowledge and develop.
To err is human and I make errors too while writing, in spite of my best efforts. I totaly agree with post 7 in this respect and agree as rrteacher said:
But I don't think we can or should hold students accountable for that here.
We have to encourage students to ask related questions. However, I feel it my duty as a teacher to inculcate in them a habit of asking questions so that these are comprehensible.
Surely, I am in touch with the students to clarify the questions and do receive replies fron them. I have observed that some of the ambiguities are due genuine reasons such as english being a foreign language to the concerned student.
Well that is exactly what I want to convey that the language of the questions is such that it does not describe the problem properly. Can teachers do something in this respect so that questions are properly phrased in the first place. Can effective communication be emphasised in English language classes when students are required to write essays, stories or letters etc. or would it require a change in curriculumor syllabus. It is really upsetting when you see terms like "rectangular triangle" that was mentioned in a recent Math question.
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