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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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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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