Writing is a complex process, and, even after years of living on this planet, I haven’t fathomed everything yet about it. Just when I think I have things cracked, I notice something else about it. This week I tried something different with writing, but before I explain it, I think I need to discuss the thought processes that led to the idea.
In its simplest of forms: writing is the communication of ideas. It is the writing down of what a person thinks or feels or both. Of course, it can be something more meaningful and it can invoke emotion in others: and it can be, like, really really really pretty. As English teachers, we can become a little bit obsessed in this ‘pretty’ writing. We even teacher students to write pretty. In fact, a lot of my marking involves making writing pretty. I could almost add ‘so it makes your writing look pretty’ to all my comments in exercise books.
Vary how you start your sentences so
your writing looks pretty.
Use a range of punctuation marks so
your writing looks pretty.
Like teenagers over a boy-band, we coo and sigh when we read
pretty writing in books. Oooh. Ahhhh. Isn’t it pretty? Often English teachers enthuse
passionately over how they love, adore, cherish a book and make comments that
would sound stalkerish if they were attached to a human being. I’d die if I don’t read the next book. I
could eat that book.
You are repeating points.
I don’t know what you mean by that.
You need to explain X further.
You use ‘however’ but this is another point from the same
perspective.
You haven’t told the reader why this is bad.
I even joined a pair and listened to a student read her
essay out. As a group, we commented on how her introduction didn’t really explain
the direction she was going. We also reflected on how we kept hearing the words
‘animals’, ‘zoos’ and ‘caged’ all the time. The Year 7 student as a result of this discussion
noted these comments and worked on making it better. The advice given was
probably more helpful than ‘check your spellings’. But, underwriting this whole
approach is the communication of ideas. I am a bit woolly when getting students
to check if a piece of writing is effective. It often gets bogged down with the
‘pretty’ things, and the translation of thought to writing is often forgotten. This
was plain and simply about the communication of things. The ideas. The development
of ideas. The reader’s understanding of ideas.
I am not suggesting that we stop proofreading. Far from it.
I am suggesting that we need to look at the communication of ideas. We need to
get students to communicate effectively and work on developing that communication.
The focus on spelling, punctuation and grammar can neglect the ideas in the
writing. Yes, spelling, punctuation and grammar help to express those ideas,
but starting with dud ideas in the first place is not going to make a great
piece of writing. Adding a few techniques and correcting a few spellings will
not improve the whole text. Listening, rather than reading, could help students
to see / hear where things need improving.
After all, students spend more of the day listening than reading
and writing, so surely that skill is the strongest, yet we often refrain from
using it to help students get better. It is always about getting them to read
another person’s work? Not, listening to another person reading their work out.
Thanks for reading,
Xris
I often ask students to read their essays aloud as a way of sense checking, but it often doesn't work so well as they can add words and phrases in that don't appear on the page but which make it make sense. It's a good idea to do this in pairs, I've not tried that.
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