Teaching English, How To.... Essential Ideas 09

Professional writing: Begin by sending brief articles on classroom techniques to journals that accept them. Study examples in the journal and use the required format. For lengthier articles, check “Calls for Manuscripts” in each issue. Use ERIC (http://www.eric.ed.gov/) for previous articles that serve as background for your ideas. With most professional education publications, the full article will be expected by the editors, not a query letter. Articles will be “peer reviewed,” read and evaluated by other members of the profession who will recommend or not recommend publication. Always include a stamped, self-addressed envelope for the return of your manuscript. Don’t send to several different publications at the same time. Wait until the article is rejected before sending to another publication. Chapter 14, “Professional Writing,” p. 265.

Should you let others read your manuscript before you send it to the editor? Professional writers disagree on this issue. Some do. Some don’t. One suggestion—have people read your manuscript in process, but ask them to make no judgments of “good” or “no good” or “You have a grammar or spelling error.” Ask them to put only question marks in margins when the text is not clear. Will enable you to see potential problems for readers. Chapter 14, “Professional Writing,” p. 265.

Reading professional journals quickly and efficiently. Professional journals contain valuable ideas for classroom techniques, provide information on issues and report on interesting research. To find ideas quickly: 1. read the title, heading, first paragraph and last paragraph. If you have no questions, summarize briefly and go on to the next article. 2. If you have questions, read the first sentence of all paragraphs. If your questions are answered, summarize briefly and go on to the next article. 3. If you still have questions, read the entire article. I usually answer all of my questions by completing the first two steps and only occasionally need to read the entire article. p. 268.

Spelling. The importance of both sounding out syllables and visualizing parts of the word likely to cause misspelling—usually the indefinite vowel in which pronunciation of a, e, i, o, u is not clear. “Cemetery,” for example, is usually pronounced “cem a tary.” Blow up the trouble spot to help visualize it: “cEmEtEry.” Associate the trouble spot and the word in a sentence: “ ‘EEE!’ she screamed as she passed the cEmEtEry.” Or “arGUMent.” “Never chew GUM in an arGUMent.” Thanks to Harry Shefter’s Six Minutes a Day to Perfect Spelling. Shefter points out that we can usually sound out most of the syllables in our language, but that we usually misspell only parts of the word. His technique helps us to visualize those word parts that are difficult to spell. Students thoroughly enjoyed this approach to spelling. Chapter 15, “Spelling—the Dreadful Ordeal,” p. 281.

Attitude toward spelling that affects the quality of writing: “I will never use a word in writing that I do not know how to spell.” Source of that quote was a Syracuse University junior. That attitude toward spelling will severely restrict the student’s writing vocabulary. One cure for this attitude is to use "invented spelling." Don't interrupt your flow of thought by worrying about spelling. Approximate the spelling and keep going. You can check the spelling later. Chapter 15, p. 281.

Computers and spelling checkers. Spelling checkers obviously are a big help. Of course, if you’re not using a computer, you’re on your own. And computers will not spot homonyms or words you use that are words, but not the words you intended. Several writers I know who were not familiar with the limitations of spelling checkers were amazed at the number of misspelled words that turned up in their manuscripts when others read them. Chapter 15, p. 281.

Proofreading for spelling. Read backwards from the last word to the first. This procedure will enable you to see the details of the words you have written. When reading from left to right, from beginning to end, you will read for meaning and will not see the individual letters in the words. Important to take this step because incorrect spelling reflects negatively on your intelligence, education and desire for excellence. More than one human resources person has told me that a misspelled word sends the résumé into the waste basket. Chapter 15, p. 281.

Helping students learn to spell and enjoy it. Begin with a list of words related by the same spelling problem, such as multi-syllable words with double consonants: “committee.” Students identify the problem and suggest a method for remembering the correct spelling, like over-pronouncing the double consonants and sounding out by syllables those parts of the words that can be sounded out. Then give the same spelling test at the beginning of class with the same ten words each day for a week. Give credit for 100% accuracy only. Chapter 15, p. 281.