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Language of Responsibility: Impact Language Has On Academic Performance

This document discusses the impact of language on academic performance and describes the difference between self-sabotaging language and creator language. [1] Self-sabotaging language focuses on weaknesses, makes excuses, complains and blames others, whereas creator language focuses on taking responsibility and finding solutions. [2] Examples are given of self-sabotaging statements and how to translate them into creator statements that accept responsibility and plan positive actions. [3] The document provides a template to practice translating self-sabotaging language about factors impacting college learning into creator talk.

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mariamoi suarez
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79 views2 pages

Language of Responsibility: Impact Language Has On Academic Performance

This document discusses the impact of language on academic performance and describes the difference between self-sabotaging language and creator language. [1] Self-sabotaging language focuses on weaknesses, makes excuses, complains and blames others, whereas creator language focuses on taking responsibility and finding solutions. [2] Examples are given of self-sabotaging statements and how to translate them into creator statements that accept responsibility and plan positive actions. [3] The document provides a template to practice translating self-sabotaging language about factors impacting college learning into creator talk.

Uploaded by

mariamoi suarez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Language of Responsibility

Objective: To learn the differences between self-sabotaging and creator language to better understand the
impact language has on academic performance

“The way you use words has a tremendous impact on the quality of your life. Certain words are destructive;
others are empowering” (Susan Jeffers).

Translating self-sabotaging statements into the responsibility language of Creators moves you from stagnant
judgments to dynamic actions. When inner conversations are self-sabotaging and judgmental, they reduce your
control over your academic success. Creator language is characterized by the acceptance of responsibility and
incorporates plans and actions to improve the situation.

When self-sabotaging individuals complain, blame and make excuses, they have little energy left over to solve
their problems. As a result, they typically remain stuck where they are. Through ongoing complaining and
blaming, they exhaust not only their own energy but often drain the energy of those around them.

Creators use language and thoughts to improve a bad situation. They accept responsibility for their part in
creating their present outcomes and experiences and use language that reflects that ownership. Next they plan and
take positive actions to improve their lives. They energize themselves and those around them.

The following examples present self-sabotaging statements and ways to transform statements into creator language.

People who Self-Sabotage People who use Creator Language

Focus on Weaknesses Focus on How to Improve


“I’m terrible in this subject.” “I find this course challenging, so I’ll start a study group and ask more
questions in class.”
Make Excuses Seek Solutions
“The instructor is so boring he puts me to sleep.” “I’m going to sit in the front of the room and try to predict the exam
questions as he is talking.”
Complain Turn Complaints into Requests
“This course is a stupid requirement.” “I don’t understand why this course is required. I’m going to see if the
instructor can explain how this will benefit me in the future.”
Compare Themselves Unfavorably to Others Seek Help from those more Skilled
“I’ll never do as well as John – he is a genius.” “I need help in this course. I’m going to ask John if he’ll help me study
for the exams in here.”
Blame Accept Responsibility
“The tests are ridiculous. The professor gave me an “I earned an “F” on the first test because I didn’t read the text very
‘F’ on the first one.” carefully. I’m going to read more actively, make notes in the margins,
and see if I can better predict the exam questions.”
See Problems as Permanent Treat Problems as Temporary
“It’s impossible to post comments on our class’s “I’ve been trying to post comments on the class discussion board
internet discussion board. I’ll never understand how without success. I’m going to re-read the directions more carefully, and
to do this.” if that doesn’t work, get help from a classmate or the teacher.”
Repeat Ineffective Behaviors Do Something New
“Going to the tutoring center is of no help. There “I’ve been going to the tutoring center right after lunch and it’s really
aren’t enough tutors.” busy. I’m going to start going in the morning to see if more tutors are
available then.”
Try Do
“I’ll try to do better.” “In order to do better, I’m going to go to every class, actively
participate, take good notes, put time into the course, and meet with
the teacher when I get confused. If that doesn’t work, I’ll try something
else.”
Predict Defeat and Give Up Think Positively and Look for a Better Choice
“I’ll probably fail. There’s nothing I can do. I can’t… I “I’ll find a way. There’s always something I can do. I choose to… I will…”
have to… I should… I give up….”
Translate the following self-sabotaging statements into creator statements. Use first person language (e.g., I will…)

SELF-SABOTAGING LANGUAGE CREATOR LANGUAGE


1. If they would do something about the parking, I
wouldn’t be late for class

2. I couldn’t make it to class because I had to go to


the doctor.

3. She’s a lousy instructor. That’s why I failed the


first test

4. I hate group projects. People are so lazy. I


always end up doing most of the work.

5. I tried contacting my academic coach, but she


never got back to me, so I never made it to my
first appointment.

6. I missed my appointment with you yesterday


because my math teacher made me take a
makeup test.

7. I work nights, so I didn’t have any time to do the


assignment that was due today.

8. I wish I could write better, but I just can’t.

9. The financial aid forms are way too complicated


to fill out correctly.

10. My friend made me so angry that I couldn’t even


study for my exam.

Look at the factors your group identified as having an impact on learning in college during class last week. Write
them in both self-sabotaging language and creator talk. Use the first person.

SELF-SABATOGING LANGUAGE CREATOR LANGUAGE

Downing, S. (2011) ON COURSE (6th ed.) Wadsworth.

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