Dear All

The message below has been forwarded (and is being discussed on ISL) - I
thought LDHEN subscribers may wish to comment - or to respond to Diana
at  [log in to unmask]

John
-----Original Message-----
From: Writing in the Discplines Online Discussion
[mailto:[log in to unmask]] On Behalf Of kornbrot
Sent: 08 March 2007 20:07
To: [log in to unmask]
Subject: 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. Apologies
if
you receive this message from severl lists

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