research journal 18
When dealing with the honors students and those involved with the honors college as a whole we can easily see a difference in diction when comparing those to what is considered the regular student population. The higher level vernacular and expected comprehension level is necessary and expected thus can often cause stress among the honors students. I have noticed that the high level of supposed “necessary” achievement is based (more often than not) on how a person is presented and in result the representation of a person and how they are viewed can be directly linked to the vernacular and “intelligent jargon” they utilize in common conversation. Also words of doubt and the sense of “not good enough” takes over through phrases like “I’ll just quit school” or “I give up”. An outsider might see this type of talk as a white flag to what the student claims they cannot achieve. To an insider, we know that this talk and diction are code for “I will stress myself until this is finished and up to par with what is expected”. These underlying and assumed messages are definitely key in describing diction and how word choice affects the honors students.
