I’m Sorry, I Promise!

Probably two of the most meaningless and misused words in the English language are “sorry” and “promise.” We want desperately to believe them when we hear them. We accept the apology and forgive. We accept the promise with renewed hope. Yet 99% of the time, they fall flat.
We know that if someone is truly sorry, then they will make every effort so that the same mistake doesn’t happen again. But then it does. And again, and again. We understand a promise to be a sacred vow between the hearts, souls, and spirits of 2 or more individuals, only to find out “promise” is just a word. A pretty word, yes, but just a word.
But words are powerful! And hope is a strong, courageous feeling. We want to believe and trust words like “sorry” and “promise.” In spite of the odds, in spite of the past broken promises and repetitious sorrys, in spite of the resulting feelings of betrayal and anger and bitterness and naivete that we experience when we believe just one more time… still… we believe.
I can’t anymore.
Not. One. More. Time.
So, friends, family, acquaintances, students, all of the people that I know and love, please save your “sorry” and your “promise” for someone else- I don’t need “sorry” or “promise” for anything, ever, anymore.

Gratefully inspired by the poem, “Sorry” by Ntozake Shange, poet


Why Teach?

I am a writer. That is my primary identity when it comes to my job and my purpose. So why do I teach?

At first, I taught because I didn’t know what the hell to do with a B.A. in English. Of course, the college counselor told me I could go into ANY field- everyone was looking for someone who could communicate well, especially in writing. Yeah… not so much. Besides, I was NOT cut out for corporate America: sit-down-shut-up and follow someone else’s rules all the time and meet the goals set by management. Industrial-age thinking was over for me a LOOOONG time ago. So, what to do? Teach! As long as my students’ test scores improved with my methods, I got to make up my own rules and curriculum and teach my way. It was a beautiful thing. For a while.

But somewhere along the way, the industrialists got ahold of the educational system (again!) Innovation, critical thinking, cooperative learning, striving for more and better results all flew out the proverbial window. Students had to pass tests. Test scores were the only recognized measure of a teacher’s effectiveness and a student’s capacity to learn. I became so disillusioned that I left teaching. For good! At least that’s what I told myself.

But guess what? I couldn’t do it. I couldn’t abandon students to believe the crap the industrialist educators were telling them about their writing and themselves. Any student can be a proficient writer, regardless of what their writing placement test says. And they don’t have to know the difference between a past participle and a dangling modifier to write well. Granted, they may not ever be a Hemingway or Stephen King; but they can certainly communicate effectively and become a leader in their chosen industry. And isn’t that what good writing SHOULD be about?

So, back to my original question: why teach? I’m a professional writer, true. But I’m good at teaching; and I feel a responsibility to undo the damage to students’ confidence and motivation done by stupid, ineffective placement tests. It just makes good sense. Besides, every now and then I get a semester like the current one, full of students who inspire ME to write my best too!

What Makes Academic Writing Different?

One of the most common comments I hear from my college students is, “I’m not a very good writer; my grammar is really bad.” There are some variation on this, but that’s the general idea. Out of the gate, I have two problems with this statement. First, academic writing is about far more than just grammar; bad grammar alone doesn’t make someone a “bad” writer. Second, there’s really no such thing as a “bad” writer. Writing is a form of communicating. If someone can communicate effectively with others, then they can learn the skills specific to good written communication.

With that clarification made, it’s important to acknowledge that there ARE a few specific characteristics of academic writing that even good communicators and writers find challenging. What are the definitive characteristics of academic writing?

–          Specific, academic purpose

–          Interactivity with collegiate and professional audiences

–          Formal tone

–          Expository writing styles

There are three primary purposes for academic writing: to inform, to persuade, and to facilitate critical thinking. While many other forms of writing also inform and persuade, academic writing places the main focus on critical thinking, often combined with one of the other purposes.

Academic writing is also interactive in the sense that writers contribute to the conversation among academics worldwide, thereby broadening everyone’s education – not just their own. The audience for academic  writers are both fellow students and educators, lifelong learners who collaborate through research and ongoing study. This audience is NOT passive, waiting to be entertained or pacified. Also, writers rely on and interact with outside sources such as articles, research and interviews with established authorities to support and prove their claims. Professional courtesy (and copyright laws!) requires that they give credit to those sources.

The tone of academic writing is more formal than other forms of communication. A formal tone is established through word choice, sentence structure, and proper grammar. This is often the easiest characteristic to recognize, and the most difficult to master.

Finally, academic writing uses expository writing styles. These styles have specific rules and structure which makes them useful for learning about a variety of topics. Some of the most common expository styles include: comparative, evaluative, speculative, analytical, and persuasive.

Future posts will address the characteristics of academic writing more fully. But this is a good start. Did I forget any characteristics of academic writing? I’d love to hear your thoughts. Let me know!

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