J. Malcom McRae, Jr.
Oregon Writing Project 1999
Listen Up
Speech keys human interaction. It is the first line of communication. Toddlers implement common grammar rules without formal training. In school, children learn to put their thoughts on paper, but they do not practice their developing skills by exchanging notes with their friends and family. Even as adults, speech remains the mode of first choice on the basis of natural skill and efficiency. Many students dread writing for class and for many adults, having to write in a formal setting is no less intimidating, but help is available to people who listen.
The aural art of writing is not naturally occurring, although some people are predisposed to it and others come to discover it. Many people have difficulty putting their feelings into words. This has less to do with learning to share one's innermost secrets than it does with anatomy. The right hemisphere of the brain produces emotional responses, while the brain's language center resides in the left side. Since the brain is not readily cross-functional, so the connection between emotion and language is not automatic. Yet a person can solve problems or ease distress by writing. Writing connects the brain's problem-solving language center with the emotional side which is less analytical, and the result gives the writer a chance to quantify problems and propose potential solutions. Think of people who are always calm under pressure, and others who lose control when they need it most. This is just one example of how a person's unrelated brain functions can work as allies or strangers.
Athletes and business people accept that premise routinely and make it work to their advantage&emdash;but can this approach apply to writing? This approach can and should apply to writing&emdash;both student writing and adult writing. In order to bridge the gap between verbal and written expression educators need to recognize that all students are strongest in the area of speech. This does not mean that all students could stand before the student body and make a presentation, but rather that the act of creating speech is the most developed communication tool they own. Knowing the strength (speech), and knowing the weakness (writing), should lead the more astute observer to conclude that a connection is just waiting to be made. Once the process begins, almost by accident, students are likely to find that writing further strengthens their verbal skills in a victorious cycle. It may sound good, but something is still missing.
The Ears Have It
Encouraging students to employ their ears to improve their writing does not have to be complicated. It may be as simple as suggesting students read their work aloud, whether to a parent, a friend, or alone. With anyone working to develop their writing skills, aural skill-building should be aggressively encouraged. As students cultivate the ability to "hear their inner voice" and apply it to their writing, their proficiency in the aural art of writing will naturally increase. Students should be encouraged to read aloud the works of other writers. This should help tune their ears (and eyes) to more skilled forms of writing. Others can assist by reading aloud to the student. By activating the TV "closed caption" feature, student's will benefit from the aural-text connection from their favorite programs. Suggest turning the sound down occasionally and reading the captions aloud, especially during reruns, to further develop their skills. The important point here, is that the student has the opportunity to read the printed word while they hear it, and any connection made between visualization and verbalization will prove beneficial.
This philosophy can be successful regardless of grade level, current language skills, or scholastic ability. Every teacher, regardless of content area, can encourage this skill-building approach. Adopt the attitude that, beginning today, students can improve their aural, oral, composition, and cognitive skills and the impact will reach far beyond writing, and the benefits will last a lifetime.