The Written Word Book 1 [antikvár]

To the teacher or administrator The Written Word is the product of some eight years of experimentation and practical use, first at the University of Edinburgh and later at the University of Quebec. In Edinburgh, the course originally developed as a means of helping foreign postgraduate students - working in subjects as diverse as architecture, geology, law, medicine, language teaching and the physical sciences - to write clearly and logically in English. In Quebec, it has been adapted to cover late secondary, junior college and university work. These two very distinct areas of work proved compatible largely because the basic skills of writing are the same for most people and most purposes. Everybody has to be able to write clearly, spell adequately, punctuate consistently, follow the rules of grammar, handle stylistic differences and, importantly, be aware of the options offered within what people see as 'good written English'. This is as true today as it was a hundred years ago. The course is, however, 'controlled'. It does not encourage the student, in the early stages, to attempt a lot of free expression. In the writer's experience over twenty years of teaching English at various levels in various parts of the world, too much freedom in writing can mean frustration. One does not say to a new learner driver: 'Get into the car and start. Anywhere will do.' In the same way, pre-analysis of the problems together with guidance throughout the work itself are prerequisites for a student's success. The discipline is often welcomed with relief. Under guidance of the kind provided here, the student can proceed at his or her own speed, benefiting from the chance to work privately - and writing is a private art - as well as, one hopes, the opportunity to consult a tutor regularly. Additionally, the format of the units, with their detailed answer sections, enables a tutor to look after anything from one to thirty students simultaneously, without getting flooded out with material to correct. Traditional writing courses can be very hard on the tutor. This one is not. At the same time, no limitation is placed on any teacher who wishes to supplement the graded and guided material with related free composition. This is entirely a matter between teacher and student. The important thing is that the course provides a useful framework within and around which related work can be organized. 10