Members of the SEDA list may wish to comment on the request for information
below from Prof. Diane Korrbrot.
From: "kornbrot" <[log in to unmask]>
To: "'Becta's ICT Research Network'" <[log in to unmask]>
Cc: "'Tony Marcel'" <[log in to unmask]>
Sent: Wednesday, March 07, 2007 8:31 AM
Subject: [ICT Research Network] Writing skills: Evidence based improvement?
> For some time we have had a serious problem that we believe is widespread
> across disciplines in the UK and the USA. We are unsure how to deal with
> it.
> We are appealing to all of you for EVIDENCE BASED solutions.
>
> THE PROBLEM IN BRIEF
> We teach on an undergraduate psychology degree and are very concerned
> about
> the writing skills of students of all years, some of who appear bright in
> oral academic discussion.
>
> In many cases their written English is appallingly bad. Not only are their
> spelling, grammar and sentence formation very poor, but they simply cannot
> communicate their ideas in writing. This inability has many serious
> consequences. Their abilities will be underestimated in coursework essays
> and written exams; the failure to articulate in clear and structured
> English
> will impede their thinking; they will fail to get or keep any interesting
> job that requires clear writing of reports or other communications.
>
> REASONS and Solutions
> One of us is new to the University and previously worked mostly with Ph.D.
> students. The other has been at the University for many years, but has
> become used to this situation as writing skills have gradually declined.
>
> We have discussed this widely with our psychology colleagues, face to face
> and by email. They have suggested many reasons for the problem, ranging
> from
> addiction to texting to not reading classic novels. They have also
> suggested
> possible solutions, many of which are time consuming for both students and
> teachers. However, none of us knows of much evidence to support our ideas.
> Even though the problem may have its origins in school level education, we
> are looking for solutions that can be applied at the tertiary level.
>
> PLEASE HELP
> So we are appealing to you as experts to provide us with solutions that
> have
> been 'tried and tested'. All suggestions and information will be
> gratefully
> received and then summarized and distributed to all members of this list
>
> THE PROBLEM IN MORE DETAIL
> Many students' cannot spell; their vocabulary is poor and mistaken; they
> have little idea of syntax, cannot punctuate, have no idea of what
> constitutes a sentence, let alone a paragraph. Ignorance of genitive
> formation and of number agreement is the least of the problems.
> Malapropisms
> abound. They know neither what is necessary for a sentence (e.g. a finite
> verb to constitute a main clause) nor when a new sentence is required.
> Sentences are long meander, and so are hard to understand Students seem
> unable to detect their errors if/when they proofread their drafts. Many do
> not seem to realise that written communication differs from oral
> communication, not only by convention, but necessarily in that the former
> lacks context and prosody.
>
> This raises several issues and has ramifications.
> (a) In very many cases lecturers cannot understand what is meant or
> intended, often even after considerable effort. I am not sure whether the
> writer knows. In numerous cases, when asked, they cannot recover what was
> intended or if anything was intended. I cannot give marks for what I
> cannot
> understand, and potential parts of an argument are lost, disabling any
> force
> and coherence of what comes before and after.
> (b) Many students will do badly in written exams because, apart from
> annoying errors, their communication and expression of ideas will fail
> them
> and/or irritate examiners.
> (c) In many cases the failure to articulate in clear and structured
> English
> impedes clear thought. Something that I would like to convey to students
> is
> that writing is often a means by which we can explore our own thinking.
> (This is something about which the late Peter Wason wrote cogently, and is
> part of psychology itself.)
> (d) Since lecturers cannot simply ignore the problematic bits of writing,
> focus on the main aspects of essays or dissertations - clear conveyance of
> research, data or ideas, accuracy, relevance, argument structure - is
> hindered. Time is wasted on lower level correction.
> (e) Most university graduates expect and are expected to get certain kinds
> of employment: jobs where they have to produce writing, e.g. reports and
> other communications. Students who are as disabled as ones that I have
> encountered cannot hope to gain or keep such positions. Certainly in
> applications for jobs or further studentships they cannot compete with
> people who can write without egregious error. If they are not helped by
> the
> time they leave university, preferably school, the education system (and
> that includes us) has seriously failed them.
>
> When tutors correct or draw attention to the problems, they fear that they
> are wasting time or using it inappropriately and that students feel the
> same.
>
> Diana Kornbrot, Tony Marcel
>
> Professor Diana Kornbrot
> University of Hertfordshire
> College Lane, Hatfield, AL10 9AB, UK
> Email: [log in to unmask]
> Web: http://web.mac.com/kornbrot/iWeb/KornbrotHome.html
> Blended Learning Unit
> voice: +44[0]170 728 1315 fax: +44[0] 170 728 1320
> Psychology
> voice: +44[0]170 728 4626 fax: +44[0]170 728 5073
>
> Kornbrot
> 19 Elmhurst Avenue
> London N2 0LT, UK
> voice: +44[0208 883 3657 fax: +44[0] 0208 444 2081
>
>
>
>
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