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This article presents a research-based account of how assessment words (e.g., “discuss”, “analyse”, “critically evaluate”) are interpreted in higher education.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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between educators and students fail despite shared language?","Question",{"text":63,"@type":64},"When assumed meanings of key words differ, the interaction becomes an exchange of monologic utterances rather than genuine dialogue.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which assessment task words are examined in the study?",{"text":68,"@type":64},"The article focuses on how students understand words such as “discuss,” “analyse,” and “critically evaluate” in higher education.",{"name":70,"@type":61,"acceptedAnswer":71},"What approach does the article propose to promote more effective dialogue?",{"text":72,"@type":64},"It proposes “dialogues of discovery” and an “anti-glossary approach” that avoids fixing or ossifying meanings in a 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Richards  \nEdinburgh Napier University, UK  \nNick Pilcher  \nEdinburgh Napier University, UK  \nAbstract  \nInternational students and direct entrants—those entering a higher year of a degree—often come from socioeconomic or cultural backgrounds different from traditional students, and have different educational backgrounds. It is assumed such students need help with unfamiliar assessment tasks such as essays, reports, and so on, and many sources aim to help with these elements. Further assumptions are that dialogue helps, and that the words used in such dialogue will be understood similarly. Yet, if the assumed meanings of the words actually differ, then such dialogue is based on a false assumption; rather than genuine dialogue, what actually occurs is an exchange of monologic utterances. This article is a structured narrative of our ongoing research into how key assessment task words such as‘discuss,’‘analyse,’and‘critically evaluate’are understood differently in higher education. We describe how such differences are perpetuated through Martin Buber’s (1947) ideas of monologic utterances, and what we call‘dialogues of non-discovery’. Here we detail a research-based approach to promote genuine and technical dialogue: what we call ‘dialogues of discovery.’We first introduce a dialogue that led to the genesis of the study and theoretical context of our dialogues with the literature. We then detail our methods of data collection in a section of‘dialogues of exploration’. We present our findings in the form of categorizations of the different elements underpinning people’s understandings of‘the word.’Our own categorizations of these elements encourage dialogue around the elements of language, culture, stakeholder, subject, weight, and development over time. This is an approach we term an‘antiglossary approach’ in that it is opposite to, and against, ‘fixing’or ‘ossifying’ the language in a glossary. In the Bakhtinian tradition of‘incompletedness,’we conclude by encouraging readers to take and adapt our findings as an‘anti-glossary’approach to engage in genuine and technical dialogue with their students. In this way, we believe the quality and depth of student work can improve.  \nKendall Richards is a lecturer with the role of academic support adviser in the Faculty of Engineering, Computing and Creative Industries at Edinburgh Napier University (UK) with a focus on addressing academic support, retention, progression and widening access. He works with a significant proportion of non-traditional, international, mature and direct entrants and his research interests are in education as social justice and language. He has presented globally and is published in the International Journal of Qualitative Studies in Education and elsewhere such as in the book Researching Intercultural Learning (edited by Lixian Jin and Martin Cortazzi) .  \n1 This article was presented at the Dialogic Pedagogy Institute, Waikato, New Zealand, January 18-19, 2014  \nDialogic Pedagogy: An International Online Journal | [http://dpj.pitt.edu](http://dpj.pitt.edu)  \n[DOI: 10.5195/dpj.2015.101 | Vol. 3](DOI: 10.5195/dpj.2015.101 | Vol. 3) (2015)  \nA43  \nAvoiding Dialogues of Non-discovery through Promoting Dialogues of Discovery  \nKendall Richards and Nick Pilcher  \nNick Pilcher is a lecturer in the School of Marketing, Tourism and Languages at Edinburgh Napier University (UK) and teaches English for Academic Purposes. His research interests centre around education, language and qualitative research methods. He has published and contributed to work published in journals such as Qualitative Research, Psychology of Music, Teaching in Higher Education and Quality in Higher Education, and books such as Researching Chinese Learners and Researching Intercultural Learning (both edited by Lixian Jin and Martin Cortazzi) .  \n􀀡􀀢􀀢  \nIntroduction: Dialogues of Non-d","cbCaibFIVrxqGg5c","https://ap.wps.com/l/cbCaibFIVrxqGg5c","pdf",803355,22,"English","# Introduction: Dialogues of Non-discovery and Dialogues of Discovery\n## Context for international and direct-entrant students\n## Limits of glossary-based fixed definitions","[{\"question\":\"Why can dialogue between educators and students fail despite shared language?\",\"answer\":\"When assumed meanings of key words differ, the interaction becomes an exchange of monologic utterances rather than genuine dialogue.\"},{\"question\":\"Which assessment task words are examined in the study?\",\"answer\":\"The article focuses on how students understand words such as “discuss,” “analyse,” and “critically evaluate” in higher education.\"},{\"question\":\"What approach does the article propose to promote more effective dialogue?\",\"answer\":\"It proposes “dialogues of discovery” and an “anti-glossary approach” that avoids fixing or ossifying meanings in a glossary.\"}]","Avoiding Dialogues of Non-discovery through Promoting Dialogues of Discovery | PDF",1792091371,55]