Harry Pollard wrote:
Brian,
Jolly good!
You may remember the experiment in which 6 classes were given a solid
period of learning how to write. Another 6 classes were given heavy
reading assignments.
Then came the test to see who were better writers. Interestingly, the
readers out did the writers.
I tell speaking classes that if a person has something to say, that's
most of the battle.
[snip]
I heartily agree. Now: How does one get someone
to have something to say? It took me many years,
but that just demonstrates the limitations of
my social milieu and innate capacities.
I don't think one can assign someone to have
something to say. I don't think that testing
and grading them on it will do the trick.
You have done something useful by telling
students that "if a person has something to say, that's
> most of the battle" -- but I think that often
amounts to telling them:
You know: there *is* a problem.
I firmly believe that many are not even aware of that --
certainly their parents, teachers and bovernment
never told them.
"What, teach, *is* the problem?" "I can't tell you that."
"Well, gee thanks then. Where should I look? In the
library? In the garbage can? MTV? The want ads
in my local newspaper? Google? I really don't have a
clue -- and I don't know how I'll even recognize it
if I come across it...."
\brad mccormick
--
Let your light so shine before men,
that they may see your good works.... (Matt 5:16)
Prove all things; hold fast that which is good. (1 Thes 5:21)
<![%THINK;[SGML+APL]]> Brad McCormick, Ed.D. / [EMAIL PROTECTED]
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