KCH+Learning to Write May Be a Health Hazard+2004

8/14/2019 KCH+Learning to Write May Be a Health Hazard+2004

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Learning to Write May be a Health Hazard: One Experienced and SkilledWriters Encounter

(paper presented at SPELT, Karachi, Pakistan

October 1-3 2004)

Kuang Ching [email protected]

Department of EnglishFaculty of Linguistics and Languages

University of MalayaKuala Lumpur

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mailto:[email protected]:[email protected]


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Abstract

We are often advised to read more as well as to practise writing as much as we can ifwe want to become better writers. What we are not told, however, is that in the art andcraft of writing, whether an essay, a report, a journal article, a working paper, anacademic dissertation or a doctoral thesis, the task of writing is daunting, overwhelmingand sometimes may even pose as a health hazard!

This paper is written based on one individuals perspective and it shares with readersher experience in writing two papers: one meant as a working paper to be presented atan international conference and another as an article that has been accepted for

publication in an academic journal. The paper highlights the stressful momentsentrenched in the task of preparing and writing both papers. It also attempts to shed lighton some of the problems that had developed in the course of producing these twoacademic papers. The researcher is aware that individuals differ and develop in differentways, nevertheless, she maintains that Asian writers such as Malaysians are more

prone to being at risk because of their competitive nature. As a result of this individualsexperience, it is therefore recommended that language teachers be:

more sensitive whilst assigning written work, (that is give them a task which is withintheir capability)

more appreciative of learners work, (such as be more accepting of the idioms orexpressions which they have translated from their mother tongue or first languageand not cross these out entirely whilst also striving understand their writtenmeanings rather than interpret through the superficial words) and,

more thoughtful whilst assessing and grading written assignments (such that they begiven more time and not one or two days to complete a written assignment)

since, it is suggested here, any form of writing tasks performed by students can beequally taxing and demanding on their body, mind, soul.

I. Introduction:

Although a learner of any language, be it first or second, is expected to acquire

the skills of speaking, reading and writing simultaneously in order to become

competent in that language use, writing seem to be the most difficult of the three.

This is because writing, as in terms of being able to use that language to

compose something that could be documented, requires the learner to be able to

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use that particular language in a wholesome manner such that when used by the

learner, it is meaningful, cohesive, appropriate and makes sense to the reader.

Writing is also one of the most important skill a student is expected to acquire

and to execute whether at the school, college, or university level. Although

unspoken, society has also imposed a certain criteria on its members such that a

person with good writing skills has an advantage over another who does not. A

person who writes well commands better respect than one who does not.

Gebhart and Rodrigues (1989:1) maintain that Good writing skills are essential

to ones success, whether you are writing reports on reading or lab work,

preparing research papers, or taking essay tests. This comment seems to

suggest that if one wants to accomplish success, one needs to buck-up and

polish ones writing skills.

Studies and reports (see Flowers and Hayes 1980a and 1980b, Zamel 1985 and

Arndt 1987) which focus on the learning of writing among learners have

uncovered that writing is an amalgamation of three independent activities: the

thinking process, the writing process and also the written product. Often stated

as a form of art and craft (Hedge;1988), the written text is the culmination of the

conception of an idea, the transformation of that idea from the rough stone to

the polished diamond until it eventually materialises as the written product that

has been arranged in words that are not only clear to the human eye but are also

coherent, adequate, appropriate, meaningful as well as make sense to the

audience. The entire process of writing can be likened to the stages of art and

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craft where an artist creates and transforms from something that is raw to

something that is valued or sometimes from nothing except paint and paper to an

appreciated art piece. Likewise, the product of any writing is often due to the

development of an idea that has been conceived, outlined, drafted and edited

until it becomes a master piece. Unlike art pieces which are concrete and

tangible expressions such as sculptures, paintings, craft works and others, the

written product is a master piece that has been enriched with abstract as well as

concrete ideas crafted through language of words.

Any writing task requires time. A writer or author needs time to think up an idea

before that very idea can be transformed into something more concrete. In

addition to the conception of ideas, a writer must also have the ability to design

his ideas such that these ideas can be shaped through words which is the mode

the writer uses in order to convey his message.

A written text is the translation of a writers private thoughts into public text

(Arndt: 1987). In the composition of the written text, the writer is himself/herself

opened to the evaluation of his/her texts by the readers (Arndt: 1987). The act

of writing which is to produce a written text is not easy because writers must

constantly ensure to what extent have they successfully conveyed their ideas on

paper via the language which they have selected to commit their ideas (Arndt

1987:262).

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The written product is the consummation of a process that involves thinking,

creating, drafting, editing and fine-tuning. However, the stages involved are not

progressive such that it happens one after another. These stages actually

operate all the time, each overlapping the other throughout the writing process.

Needless to say that the process is never ending as it occurs again and again

until the writer eventually decides that he/she is satisfied with the written product.

II. Aim

This paper is the product of one writers perspective. It shares with the audience

the experience of an academician who had to struggle with other forms of

adversary in her journey of writing. In that experience, the researcher therefore

suggests that writing is not only a journey of self discovery but that it is also a

laborious process. Based on her experience, the writer therefore argues that the

assessment of written assignments should not be focussed entirely on the basis

of one written product since writing is an activity that involves the mental and

physical processes. Any form of assessment should be balanced such that it

involves looking at several drafts produced of one written assignment. Although

these are in the form of the written product, nevertheless, they could provide

evidence in the amount of hard-work a writer has contributed into the creation

of these drafts. The writer further argues with this kind of assessment, the morale

of the student-writer can be further enhanced. It may even encourage the

learner-writer to persevere in wanting to achieve better grades, thus making

him/her more competitive. Any good drafts may even be considered for

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publication. The writer also maintains that an assessment of this kind is also one

way of enabling the teacher to become better editors as well as appreciative of

others works. The assessment also ensures that the written text is a gradual

development. Finally, an assessment of this nature can provide the students with

self-esteem, an element which is a missing factor in most Asian teaching-

learning situation.

Although this paper also highlights some aspects which can put the writers

health at risk, the writer does not claim that all types of writing tasks will lead to

similar health afflictions. It merely suggests that in the pursuit and endeavour to

write articles particularly those of an academic nature, a writer may experience a

change in his/her personal life and to some extent even suffer physical mishaps.

However, these are temporary experiences as it is a process that all committed

and dedicated writers will have to endure in order to become writers.

III. Definition of terms

This paper uses several linguistic terms which may not reflect the true meanings

of these words as defined by the dictionary. The writer therefore chooses to

define the use of these terms as used within the context of this paper.

a. Experienced

This term refers to the person who has knowledge as well as experience in the

art and craft of writing. It also reflects the professional background of the writer

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who has written and produced articles. It also suggests that he/she understands

the processes involved in writing.

b. Skilled

This term suggests that the writer has been trained to write and is professionally

qualified to teach others the same skill. In addition, the writer has also been

tested as a writer and is thus sufficiently competent in the ability to edit others

works.

c. Working paper

A working paper is one that will be used by the researcher for an oral

presentation at a conference.

d. Research paper

A research paper is a former working paper that has been accepted for

publication.

IV. Literature review

Reading and writing cannot be separated. Both activities are intertwined and

each enhances the other. The encouragement to read other peoples written

works is to enable the learner-writer to learn through reading, a writers individual

style in writing, the way the writer employs language to convey his ideas and

message, the writers attitudes and points of views as well as his cultural

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inclinations or impositions. The habit of reading can also assist the reader/writer

to acquire the art and techniques of writing based on the varieties of genres

present in other peoples written works. A reader indirectly also acquires his

language skills and proficiency, building at the same time, his ability to express

certain things in certain ways that have been influenced by what he/she has

read. In addition, a reader is also enriching his mind with other ideas,

expressions, emotions as well as personal views and world experiences. A

reader who turns writer is therefore empowered by all or some of these elements

when he reads. In fact, some even see reading as a way out synonymous to a

journey into the unknown, unimaginable and the impossible thereby enabling

these people to be imaginative and creative.

On the other hand the requirement of writing is to encourage practice. Most of us

are aware that learning to write in ones first language can be an experience that

is laborious, arduous and formidable in nature. Thus, it must be more challenging

and demanding a task for one who aspires to write in a second or third language.

Although some people have a strong command in their oral proficiency, it is not

true that they can also write proficiently. The truth of the picture is that the

aspirant needs to be equipped with a detailed knowledge about the language in

terms of grammar, vocabulary, sentence structure, spelling and mechanics which

include transitions, expressions, idioms and punctuations. Further, one who

aspires to write well must also be writing frequently so that he/she accumulates

his/her experiences which can enhance his/her writing. Although not often stated,

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all writers are expected to be able to muster a rapport with their readers. All of

these clearly demonstrate the intricacies of writing.

Freedman, Pringle and Yalden (1981) suggest that .... learning to write in

English, whether it is ones first language or a second or third, continues to be a

major educational undertaking throughout the world. In the second-language

context, the difficulties involved in learning to write are compounded; for, to all

the difficulties in learning to write ones own language at a level beyond that of

minimal literacy are added all the further complexities inherent in trying to master

a second language (Freedman, Pringle and Yalden; 1981).

Like all works of art that need to be honed, writing goes beyond that, of trying to

master a different medium and learning how to handle its special exigencies

(Freedman, Pringle and Yalden ibid.). Writing is also a matter of learning how to

express oneself appropriately in a different language and in different cultures

suggest Freedman, Pringle and Yalden (1981:xiv).

Writing is a spontaneous activity according to the words of an eight year old

research subject cited in Britton (1981:15) who describes writing as, It just

comes into your head, its not like thinking, its just there. When you get stuck you

just read it through and the next bit is there, it just comes to you.

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Barret Mandel (1978) a researcher identified by Britton (1981:15) maintains that

writing is a process which involves three stages. This was based on his

recollections when he wrote an article entitled: Losing ones mind: Learning to

read, write and edit. Mandel listed the three stages as first (1) I have an idea

about something I want to write, second (2) I write whatever I write and finally,

(3) I notice what I have written, I judge it, and then I edit it, either a lot or a little.

Mandel (1978) proposes that the process involved in step one is one that

precedes writing and that it establishes a frame of mind in which writing is likely

to occur. He explains that through the exploration of writing, ideas were

unearthed by the writer such that words would flow from the pen and not from the

mind. He further adds that words, ......... appear on the page through the

massive co-ordination of a tremendous number of motor processes to the extent

that, he, the writer, becomes. ..... my pen and my entire organism becomes an

extension of this writing implement thereby suggesting that Consciousness is

focussed in the point of the pen (Mandel 1978:363) and not in the mental faculty.

Another researcher, Mike Rose, also conducted a case study called, Rigid

Rules, Inflexible Plans and the Stifling of Writing. His study focussed on two

groups of writers: one group which consists of five fluent writers (that is no

writers bloc was involved) and the second group that was made up of five writers

who were simultaneously also experiencing the writers bloc. From the

investigation conducted, Rose concludes that the non-blockers, group (1),

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operated with fluid, easily modified, and easily discarded rules and plans that are

often expressed with vagueness that could almost be interpreted as ignorance

(Roses 1978 unpublished paper). This implies that the fluent writers tended to

have the ability to simply write first (similar to being directionless and aimless)

at the initial stages but that through their own persistence and possibly

perseverance with which they apply in their writing, this group of writers would

often end up being the better writer because they were more productive, hence

making them more effective writers. The reverse obviously occurred to group (2)

who had suffered the writers bloc thereby rendering them as the less productive

and less effective of writers.

Richard Young (1978), another researcher was also mentioned by Britton (1981).

Young suggests that writing is a process that should be viewed with passion

since it is through the creative process that the writer himself/herself is also

experiencing various ..... aspects of a process which is mysterious, inscrutable

and therefore, unteachable. And this is a fact. A teacher cannot teach his/her

students everything about writing because there are many facets to what

constitutes good writing. The learner-writer needs to learn of the hard facts of

writing by going through the process of writing himself/herself. It is through the

act of making mistakes and righting these mistakes that the learner-writer

becomes more aware of what is required in writing and how to go about making

his/her writing good. A teacher who teaches writing can only share with the

learner-writer some aspects and techniques of good writing which includes

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focussing on the idea of organisation, coherence, appropriacy, effective

introductions and conclusions, elaboration of details and examples, the

mechanics of writing such as relevant punctuations and finally the consistency of

spelling and tenses. The teacher cannot show the learner-writer the actual

process of making ideas evolve into words neither can the learner-writer be

shown the best way to arrange his/her ideas since all of these are the creations

of the writer himself/herself. What he/she thinks is his/her own composition and

all of these are unique to the writer.

V. Other aspects of writing

Smith (1982) argues that writing is not composed of thinking and writing alone.

He (1988:103) states that The two broad aspects of writing: composition and

transcription, may compete for the writers attention, demanding intricate memory

and attention management. Where composition is the process of thinking up a

good idea and making it transform into words such that the idea comes across as

being meaningful, organised and coherent to the reader, transcription, on the

other hand, refers to the process of editing the actual composition for grammar

errors, spelling, punctuations as well as capitalisations. Both these processes

can slow down the writing process. Smith also emphasises that the ability to

write well commands good respect and may also be seen as reflective of ones

status symbol because the lack of it displays ones low educational as well as

professional status (Smith; 1988).

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In any writing task, a writer needs to formulate an idea, search for materials to

enable him to put these ideas together and as he/she commences on his/her

writing, he/she also struggles within himself/herself on how best to project his/her

ideas. In that particular process, the writer is simultaneously reading for matter

whilst also writing, part editing and part developing. Hence, the writer is

constantly formulating, reading, writing and editing until he/she is contented with

the result. Smith (1982) has suggested that some writers even do mental

rehearsing in the midst of writing and this may include processes of mulling over

and making choices of accepting or rejecting a phrase. He further adds,

Sometimes we think of words we want to write but we cannot write them

because of the circumstance of being unable to do so such as being in a car or

on a walk. He adds that Sometimes writing seems to come first possibly

primed by a word or two which we had rehearsed in our mind. In this case, we

have to look to see what we have written and may sometimes end up discarding

it because what we had written is not what we had expected. Often, writing and

the inner speech occurs concurrently: to the extent that we are not sure if we are

reading what we have written or are writing to our own dictations (Smith 1982).

When this occurs, we need to return to reading to strengthen our own beliefs.

VI. The academic paper

According to the Students Resources posted at Dartmouth Writing Program, an

academic paper is a paper written by a scholar for other scholars. The academic

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VII. My experiences

There are only some slight differences in the approach taken in the writing of

these two academic papers: (1) working paper and (2) research paper.

a. The working paper

To begin work on a working paper, inspiration is vital and this can come in

various forms such as observations, reading, listening to others or by simply not

doing anything. At the same time as one who is into research, I would already

have some vague idea in my head about what I would like to do. However, since

the working paper is still at the birthing stage, it is vital that some research is

conducted and this can be accomplished through reading journals, books or

related literature which may consist of themes similar to that vague idea in my

head. Reading of this nature can provide a deeper insight into my intended study.

It also serves as a catalyst for me to start my research work as soon as possible.

Sometimes just being constantly exposed to certain key words related to a

particular research area can also create inspiration. Depending on what I have

read, reading of this nature can sometimes boost my confidence when the

reading matches my scope and aims. On the other hand, reading others work

may also create more doubts and this occurs when the deeper I read, the more it

appears that I do not know about my intended research area. Therefore reading

the literature review can sometimes inspire as well as discourage and dampen

spirits. However, reading is a necessity.

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Working on a small study is due to interest. That interest inspires and the end

result of that interest is often share the outcome of that particular study with other

scholars in the academic world, thus participation in conferences. However,

before this interest can culminate into a working paper, there are several matters

to be seen to. First it is imperative that my intended study or investigation is in

line with other related studies such that the there are existing theories that had

already been formulated which would enable me to look for specific findings and

results. In addition, my intended study and the grounds I wish to cover should not

be one that is overly extensive nor one that had been outdated or over

researched on. In addition, whatever I would be investigating should be

something fresh and will contribute to the academic world. My findings should

also be appropriate, adequate, acceptable and scientifically acquired. Most of all,

as one who is into research as well as being an academic, the most worrying

factor of the working paper is the fact that the end result (whatever that I have

researched, analysed and discovered) must be written in an academic style,

organised appropriately, is coherent, and will be clear and comprehensible to the

audience. All these requirements may sound acceptable on paper but in reality

they can cause anxieties to the researcher cum writer, particularly one who is still

new to this area.

b. The research paper

The research paper is actually a working paper that has already been completed

in writing. This means that it has been edited and written in the complete format

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of an academic paper. The fact that the paper is being edited implies that it has

been accepted for publication and this indirectly indicates that the research so far

done by the researcher and its findings have been sound. In the context of this

paper, a working paper that has been accepted for publication and is being

edited is termed a research paper in order to distinguish it from the working

paper mentioned formerly.

Although the research paper may have been written in the full regalia of an

academic paper, it is obviously not yet acceptable, thus editing is required. In my

experience, the act of rewriting and editing this paper is no different from

originally writing the working paper. The process is equally taxing and

exhausting. The only difference lies in the fact that I may not be overly anxious or

worried about my presentations at this stage any longer because it is already out

of the picture. The difficult part at this moment is to make sure that the research

paper is written well enough that it comes across to all concerned as one that is

of quality. By quality it means a paper that is sound, solid and presentable.

In my recollections of working on both papers, I find that neither one is any easier

than the other although others may disagree with me. This is because my habit

requires even my working paper to be completely written, edited for errors and

mistakes and ready to be read as an article. Most conferences today makes such

an imposition.

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Comparatively speaking, while I need to read to be inspired for a theme in

developing a working paper, I read in order to gather stronger evidence or

support for tightening the research paper. In both cases, reading is a continual

activity.

VIII. The stress of writing

Writing any type of academic papers is stressful. This is because the burden of

completion is constantly on the writers mind. Even as I attempt to write in my

capacity as one who is experienced and skilled, I am never sure of the outcome.

Besides the need to constantly ensure that my research and findings are

scientific, I also need to think of the best way of presenting my analysis such that

it can be interpreted, understood and is valid as an outcome.

i. Searching for a title:

Different writers, no matter how skilled or experienced, take a different route to

writing. While some go straight into writing the contents of their paper (that is the

main component that make up the writing) others spend time on writing the title

or the introduction first. Nonetheless, it is worthwhile to spend some time on

choosing the most appropriate topic or theme before attempting to draft.

In my journey of writing, the process begins with asking what my study or

research is about if I had not already identified my research area.

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Once the topic or theme has emerged in my head, I do not waste time. I set my

pace passionately by opening a new document on the computer and the

movements are frantic. I tend to take this route because I believe that when the

passion is there, I should proceed.

It is important that I have a suitable title for the paper I wish to work on.

Sometimes titles just come but sometimes I need to play around with my words

before I am satisfied with one. Having an appropriate title is imperative because it

serves as my lifeline, giving me the direction to write. In addition, a title also

allows me to really focus and concentrate.

ii. Writing the abstract

At this point in time, it doe not matter that the title which has emerged could have

been wordy or that it is not precise enough. As long as it connotes or depicts

what my entire research encompasses (for the time being) I can easily progress

to writing the abstract.

I tend to revise my abstract a few times throughout the entire writing process.

However, it is worked on and edited relatively more at the initial stages than later

on when the paper is almost completed. When I am contented with what I have

written at this stage, I would also be sending this out as proposals to various

websites. As considerations of proposals may take some time, the abstract that

had been written at this time is usually left unattended for some time.

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On the other hand, if I had plans about linking the same idea to other related

areas of research, I may re-work on the same abstract with focus on a different

analysis or context. This is later sent out for consideration to other conference

sites. I often fine-tune my abstract even when it has been approved by certain

conference sites so that the meanings of my intended research work are clear.

When I am reasonably satisfied with the abstract it is time for me to move on to

the next level of writing the introduction.

iii. Writing the introduction

In my post graduate days of having to write long assignments, I often struggle

with style and the technique of writing it as academically as possible. It was the

hardest part of growing up academically because everything seems so alien

and I was so unprepared. At times, being given negative comments by the

supervisors can be demoralising and demotivating. However, as a writer, one

needs to be resilient enough to bounce back even after being criticised.

In the art and craft of writing, (Hedge 1989), everything is a result of nothing. One

starts out with no idea and possibly no inkling about how ones writing will turn

out. However as one writes or attempts to write, more ideas come into view,

often inspired by experiences, comments, readings and others. Eventually as all

these ideas take shape and combine to resemble a unique composition of ones

own, writing is now at completion. But not everyone achieves that completion in

the same way and at the same time.

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In my own writing, I often struggle even prior to writing, This is often due to a lack

of knowledge in subject area, a fear of writing for an audience, lack of confidence

in myself and the lack of skills and experience in writing. In her encouragement, I

recall being advised by a supervisor who specialises in writing to begin my

writing with the body first. in other words, I was told to leave the title and

introduction out of the way and to proceed straight with writing my main points

(body) first. Work from the important aspects first was the advice. In a similar

vein, my doctoral supervisor also advised me in my thesis to Start with your

analysis first.

However, much as I attempted to work based on the advice, I could not focus. It

was too difficult and this was then that I realised each and every writer has a

different way of writing. In my case, I was a conservative writer who was also

linear in my inclinations towards writing. In other words, I needed to work like a

fundamentalist. I had to move from step one to step two, building up the levels

in the writing tasks in sequence. This means that it is vital that I have all my

equipment ready before I could proceed with writing. In my context, a proper

title was in order although this is often read and re-read throughout the writing

process so that I am well versed with my intention of writing whether for a

research paper or my doctoral thesis. The title, I noticed, keeps me in focus.

Moreover, as a fundamentalist, I also needed to view my own progress. Progress

to me is moving from one step to another step hence once a title is achieved, I

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work on the introduction. The introduction is often something to pave the

groundworks leading to the investigation or study. In my case an introduction

gives me a kind of satisfaction because it shows me in a tangible way that I am

progressing gradually. In addition, reading and re-reading my introduction also

serves as my gauge which would indicate to me how far I am towards my

intended study and the fact that the paper is building up in terms of pages and

number of words also encourages. In my experience with writing academic

papers, I find that the introduction also performs as a starting point for me to

develop my body parts of the paper. For instance, when I am satisfied with my

introduction, I also find that it is filled with the desired impact I expect such that it

says the right things (which I had in mind at that moment), it sets the mood (gives

me the passion to work on the paper) and also the right atmosphere for the

research area. Satisfaction in the introduction allows me to formally begin with

the other portions and the feeling is one that is synonymous to having

conquered the foothills of the Himalaya for a novice mountaineer or having

overcome the fears of swimming for a non-swimmer. These feeling are small

doses of accomplishments. However, I also have a tendency to edit and change

the introduction frequently towards the end of the writing.

Writing the introduction is not the easiest thing to do either. Sometimes my efforts

are fruitful because I would so inspired and filled with thoughts and ideas. At

other times, my efforts would be futile. This can be due to the onset of other

responsibilities at work, at home, society or simply friends.

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When the introduction part is accomplished, no matter how weak or good it may

be at this stage, I can proceed with the rest like the aims, the literature review,

and so on.

iv. Literature review:

This is an important component for all academic papers. It serves as the back-up

and support of ones research. It also demonstrates to others that the author has

made the effort to understand the latest and the past development of any

research related to her own. This component also shows that the researcher is

well read.

By the time I have reached this stage of writing, I would have done my homework

and had read a number of articles or books relevant to my intended research

area. I would have already noted down what I require, intend to use for support

and have had the idea on my own framework for the analysis. I would have

already commenced with writing and filling in the required information in the

relevant areas.

However, like all writers who aspire to make their writing as well researched and

informed as ever, I have, on several occasions found the desire to want to fall

back on the words or knowledge of certain authors who are at the back of my

mind but for some reason I cannot recall who, which book or journal or even

when. This is the time where I would drop everything that I was doing in the form

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of writing to search for the source. Frustrations would abound when I cannot

locate the source and the ending to this is done in two ways. I either omit what it

was that had been on my head or I may read further and use another source for

support.

v. Data analysis

In any research article which attempts to share ones work and findings, it is the

analysis that is of utmost importance. While I am at this juncture, I would have

already listed in my head or on draft how the data is to be analysed. In fact, some

portions of the data would have been analysed prior to writing this component

while searching for inspiration. However, it is not always smooth sailing when at

this phase of writing. This is because sometimes the data could be overwhelming

and I would be uncertain on which angle to analyse. At other times, the data

accumulated would appear too inadequate or insufficient for analysis to the point

that I would then have no idea where to begin the analysis. At this point in time, I

would be in a total daze watching the data on the screen without a clue as to how

these would be analysed. Occasionally, I may already have a rough idea of

analysing the data but I could be daunted by the lack of an appropriate heading

to list it under. This is also intimidating. Sometimes, I may be at a standstill

because my mind would be mulling or pondering over matters that are related to

personal matters like an argument with the spouse or the lack of disciplines in the

children. Although most people try to be professional, I find that persoanl matters

can get in the way of my writing.

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When there is a mental bloc or there are more immediate problems to be dealt

with, I choose to abandon and leave writing alone. I may deal with the other

problems first or I may just resort to reading further. Sometimes, I may just read

and re-read my current writing and in that process I usually see myself editing

and re-editing my work from the beginning to the point where I had stopped. The

editing part may just be on the language or it may amend the introduction part or

it may just be an activity or arranging the fonts from Arial to Sans Comic or to

Bookman just for fun.

Occasionally too, when there is a writers block being experienced, I would stop

writing the paper completely, closing the file on the computer and choose to do

something different. For instance, I may just read magazines or books on

spiritual growth or I may just focus on some of the things that make me feel good

and this does take away the pressure and tension of writing. Other non-academic

activities like switching my concentration to my lecture notes, evaluating

students assignments, taking a walk down to the mail-box area or simply

strutting to the toilet can take away the monotony of writing. On the other hand if

the mind is blank but the mood for writing persists, I may switch to writing another

paper. For most people who are into writing and doing research, the reality is that

these type of people tend to work on different papers (research/studies) at the

same time. Hence if the writers bloc persists in one paper, I would switch my

focus to another paper. In my experience the writers bloc may occur for a few

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hours or they may be for days. Should this persist, I would stop looking at the

paper entirely. I would only resume writing later on when the mind is clearer.

To resume my writing task, I start all over again by looking at the entire article

starting with the title, the abstract, the introduction and the rest of what that has

been written. In this process, I usually see myself rewriting my introduction and

the other contents until I am where the writing stops. If inspiration works, I just

continue writing. During moments like this, I may make changes in small doses

as a way of re-starting.

vi. Conclusion and recommendations

This is the last component of any academic paper. By the time I have reached

this area, I would feel like at least 90% of my burden is taken off. When I have

reached this portion, it means that the most important part of my writing is

already taken care off. At this stage, I may have become a little less enthusiastic

about writing altogether because of complacency. Usually I leave the article to

hibernate a few days before I read the entire paper again, picking and selecting

the necessary parts of the findings which could be used as a summary or which

could make up parts of the conclusion or recommendations. Usually, this portion

is much easier to manage.

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vii. References and bibliography

Although this comes towards the final part of the entire writing, a good writer

should not leave it till the end to fill in the references. Human nature tend to

overlook and forget, hence I often would have filled in some names and books

even while in the midst of writing. This could be done during moments when I do

not have the inspiration to write. However, there will often be other names to

recall towards the end of the writing hence it would be good to read through the

entire paper and pull out bits and pieces of quoted phrases so that the authors

are dutifully acknowledged.

IX. The end results

Throughout the journey of writing these two papers: working and research paper,

I have experienced some setbacks as well as acquired some wonderful lessons.

Before I share the highlights of my setbacks or challenges, I need to outline my

work responsibilities. All writers have to make sacrifices in order to accommodate

their writing needs and this was no different in my own experience.

a. Work responsibilities that can hamper writing

In the academic institution where I worked, my job as a lecturer was to hold a full

time teaching load of ten hours per week whilst simultaneously also operating as

a coordinator. As a coordinator, I was required to prepare examination papers,

vet papers prepared by other teaching staff as well as execute some

administration duties.

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I was also expected to teach full time, prepare teaching notes and teaching

materials, provide consultations to students, assess their assignments, attend

meetings as well as do research simultaneously. In addition, I was also

supervising the dissertations of two active post-graduate students. As a doctoral

student, I was also expected to produce at least one chapter of my own research

work for my supervisor in one semester.

All these responsibilities indicate that I do not have sufficient time to focus on my

doctoral research as well as other smaller academic research of my own interest.

b. My interest

From my experiences, I have indicated that I enjoy doing research and I also was

compelled to write and publish. It is an academicians life to Publish or Perish.

From the conception of this interest, it cannot be denied that I was constantly

writing and on the computer. From my work description above, it can also be

seen that I was working on stolen time: after lectures and teaching, between

marking and drafting exam papers, in and out between attending meetings and

often during hours when I should have been home with the children. Despite all

these, I am proud to acknowledge that I only confine my interests in writing within

the office.

From my overindulgence at working on the computer, it was inevitable that the I

would also be suffering from physical ailments and maladies:

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c. Mishaps and sufferings

A writers job is often lonely, maddening, stressful and tiring. In my experience, I

not only suffered but also endured a number of mishaps.

Although not in hierachical order, the sufferings of a writer entails the following.

First I experienced the excruciating pain of stiff shoulders, a stiff neck, stiff wrists

with overworked fingers due to excessive typing on the keyboard In addition, the

spines gave some discomfort due to the type of chair I was occupying for long

stretch of hours. My eyesight also suffered when they became sore and painful

and this was probably due to the computer and the small fonts on the screen.

Migraines and headaches also became a constant companion whilst my two feet

felt tired and stiff over the long hours of sitting. In addition the derriere also felt

heavier and the bladder malfunctioned because I was not drinking sufficient

water and had held on to resisting visits to the toilets too often. My stomach

became sensitive because of my irregular food intake and my face obviously

suffered from looking haggard with heavy eye bags because of too much stress,

lack of sleep and lack of cosmetic care. I was also more caught up with

shortness in breath and this was probably due to my dependence on junk foods

during hunger pangs. As I had mentioned earlier a writers journey is often

fraught with stress, loneliness and in some respect, some kind of inferiority

complex may also set in as the writer would have lost touch with her friends and

colleagues as she spends time on writing her papers.

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Other than the physical conditions described above, emotions also seem to have

an inclination of running high and low at this juncture writing. There may be

abrupt displays of excessive outbursts of temper over trivial matters,

unpredictable anger sparks over inadequate services of household management,

ill-timing family functions like birthdays, weddings, hospitalisations, and others.

These type of matters can cause disruptions and disharmony in homes when the

writer is very absorbed in her writing and is keen on completing it without

interruptions. In brief, relationships between spouses suffer, communications

between children take a dip and hostility seems to loom in the air while the writer

perseveres to write and to complete writing.

it also appears that when the writer is just on the verge of about to complete her

writing, troubles also seem to abound and these could take the shape of matters

like the child refusing to go to school, the spouse indulging in other unshared

things, and things seem to go missing as if there are invisible spirits surrounding

you because whatever you take seems to become misplaced and reappeared

without explanation.

In addition, other less important but equally frustrating matters like papers getting

stuck in the printer, the printers ink runs dry, the toolbox icon on the screen

disappears for no apparent reason, the data which you had diligently formatted is

just lost and many more at the phase when you are most engrossed with writing.

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with pride, confidence and peace because I have already equipped myself with

all the hard facts.

X. Conclusion and recommendations

Lim (1993) has argued that it is normal and natural for every EFL teacher to be

concerned about the writing errors committed by his/her student as the poorly

constructed writing implies that the student himself/herself has not acquired the

necessary knowledge of the language which he so learns. Nevertheless, even if

the written product is used as a mirror to reflect the students inadequacy in his

language use, Does the teacher realise some of the mental difficulties

experienced by the student in the process of writing in English? (Lim Ho

Peng;1993:83).

In my recollections of writing, I had mentioned that as one writes, one also thinks,

each time trying very hard to move on although not always successful. I

suggested that if these are the experiences of a skilled writer, then unskilled

writers must suffer even more as they try to process ideas in their head, forms

words to materialise them so that they appear meaningful to the reader. In

addition, as one who is experienced and skilled, I too had to struggle with time

management, language accuracy and appropriateness and style and this

indicates that the learner-writers must be suffering even more.

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It is therefore recommended that teachers who need to evaluate and assess their

students writing pieces be more empathetic. Instead of seeing students,

particularly the weaker ones, as incompetent and poor, perhaps teachers could

administer a small amount of understanding when marking the students works.

Students who are learning to write, it is argued, are only trying to meet the

requirements expected of them. In writing, they sometimes resort to copying to

take the easier way out. Most times when topics or titles are given, students do

not really understand these and they do have to ask from others for help.

Moreover, in relation to an assignment given, students also need to have ideas.

To accomplish that, they are expected to look for additional information

elsewhere but specifically where they do not know. This can be very frustrating

to a student.

Other challenges come in the form of language which they may have very little

knowledge of. Their lack of proficiency can hinder their thoughts and prevent

them from saying what they would have liked to say and in that process of vying

for time, ideas and language, these students sometimes lose out, thereby

creating blunders which, in the eyes of the teacher is unforgivable.

Writing in a second language is not a piece of cake. Students of the EFL situation

are even more challenged because they not only have to contend with ideas,

contents, but also the intricacies of the additional language such as spelling,

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vocabulary, cultural expressions and others. Most students also lack time

management skills and so often end up with more to do at less time. Perhaps

teachers could:

a. plan ahead specific assignments so that suitable topics can be selected

b. allow students to have group discussions on the same topics so that they

have materials and information to commence their writing

c. encourage these students to write from different perspectives such as looking

at the same topic but writing it in a different genre such as writing it as a

narrative essay, a persuasive essay, a process essay, an argumentative

essay or even as a historical description

In any ESL (English as a Second Language) or EFL (English as a Foreign

Language) situation, students face many challenges when writing. They not only

need to learn about the peculiarities of the language which is not the same as

their first language, they further need to contend with the cultural aspects which

need to be learnt and acquired. How one says something in ones first language

is not said in the same way in the second language and evidence of this is

reflected in the type of Malaysian English spoken, a variety that makes a lot of

sense to the locals but not to the foreigner simply because of the cultural

nuances. At the same time, ESL or EFL students are also fearful of the language

which they have to write in because in their desire to acquire good grades, they

have become possessive of their own works and information. Therefore, many

are not ready to share what they have and what they know with their fellow

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Hedge, T. 1988 Writing Oxford:Oxfoprd University Press.

Lim Ho Peng (1993) Papers on ELT. Subang Jaya: INTI College.

Smith, Frank (1982) Writingand the Writer. Great Britain Biddles Ltd.

White, R. and Arndt, V. 1991 Process Writing London: Longman.

Zamel, V. 1985 Responding to student writing TESOL Quarterly 19, 79-101

http://members.aol.com .MacedonPg/writing.html

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