I remember a number of years ago, after a morning of evaluating student oral presentations with a colleague and wondering why they sometimes said strange things, I mentioned that it seemed to me that people lost their common sense when they were speaking a language they were not very confident in. My colleague – who was a good linguist and had never experiences such issues – disagreed. Continue reading
A group of students wrote something for me at the beginning of the semester. They were scientists and their lecturer wanted to see how well they could write so if they needed to develop their writing, we could start early in the year and not wait until they had submitted their first assessed assignments. Much of the writing was not very good and the lecturer was determined to arrange writing classes as soon as possible. I decided I’d try to talk to the students before we made decisions to see what I could find out about their experiences of writing. Continue reading
I was recently asked to work with a group of students on blogging. The students had been asked to write a weekly assessed blog of between 500 and 700 words and were having difficulty.
As I thought about it, I realised that I did not have enough information about what the students were expected to do, and neither – I think – did the students. Continue reading
I’ve often quoted Frank Smith when discussing writing. In Writing and the writer, Smith distinguishes between “composition” and “transcription” in writing. “Composition” is deciding what you want to say, and “transcription” is what you have to do to say it. His advice is “The rule is simple: Composition and transcription must be separated, and transcription must come last. It is asking too much of anyone, and especially of students trying to improve all aspects of their writing ability, to expect that they can concern themselves with polished transcription at the same time that they are trying to compose. The effort to concentrate on spelling, handwriting, and punctuation at the same time that one is struggling with ideas and their expression not only interferes with composition but creates the least favorable situation in which to develop transcription skills as well” (Smith, 1982, p. 24).
After watching Juzo Itami’s 1995 film Shizukana seikatsu (A quiet life) recently I decided to read Nobel prize winner Kenzaburu Oe – on whose novel the film is based. In his novel The Changeling, he deals with a similar situation: Continue reading