A school should not be a preparation for life.
A school should be for life.
(quote by Elbert Hubbard)


        As the writing process often takes longer than one thinks and going through the process of re-drafts, then bringing together material for the essays as evidence/examples where appropriate to strengthen ones point of view, ensures that what is expressed in the academic arguments are one’s own words; as its most critical to know ones argument before starting to write anything: therein student notes are necessary.  Due to the fact that one just closes the course material and other resource books or journal articles etc; so as not to be distracted by them, then trying to capture the argument from fresh eyes and thoughts until it takes shape on paper.  And all this requires thinking time, as this distance helps evaluate ones work better, which is important once the essay is completed in its first draft and the final copy has been produced and re-read more than once because it has demonstrated most throughly that one has evaluated the material from the course and one has been assessing the strengths of the arguments that other author(s) have made.   

       Thus the feedback when the essay work has come back marked with a score, then reading below the comment “write in your own words”  by tutors (on the PT3 form at the OU) is therefore abit pointless at that stage and should be re-phrased, as it could be taken literally, with a new lexicon language invented, or perhaps completed in a new foreign language in writing the next essay assignment. And I will not do this; as to invent a new language, on my blog just because of quoted text, written in English, either within my essays or blogging posts, except for Latin phrases, those words listed in an English concise dictionary, or the spelling of names and places in foreign languages when relevant and its meaning is made clear.

       Also, I will point out, that sometimes using this turn of phrase: ‘write in your own words’, has the inferred and/or slight connotation of impropriety when given as feedback, isn’t a remark thats justified neither, which most educationalists have adopted as a tendency and can be looked upon as being written in the language of ‘lazy English’ because of the misconstrued meaning on their part.

       Therefore, it’s suggested, that instead, for this type of feedback, it could simply be put in the context of: “in your own opinion what would your comment be on this matter, as you need to expand more from your viewpoint”, as the feedback from educationalists, which directly assists the student in expounding the topic further. 

       Which I, when neccessary in essay assignments (and not only the few posted to this blog), calls for me to ‘explore’ meaning an ‘evalution’ of a subject: ‘give your opinion or refer to those of critics, which includes evidence, quotations and details in support’, which I do endeavour to accomplish, or in this case sometimes, blog postings. 

       For the reason of making an appraisal of either the worth, validity or effectiveness in a statement or on a topic, in the light of its truth or usefulness, that I have determined by assessing its value in weighing up by either what is said as a statement or asked for in a question, that was, by the way, originally set by the course team from that particular educational institution, and were then written up in my essays, with some examples of their content, from the past, having been posted here on this blog, or those videos contributed from others to this blog, after it had been assessed by me, which I believe have a validity to them. 

“….[As] to be informed is to know simply that something is the case. To be enlightened is to know, in addition, what it is all about: why it is the case, what its connections are with other facts, in what respects it is the same, in what respects it is different, and so forth.

book and scrollThis distinction is familiar in terms of the differences between being able to remember something and being able to explain it. If you remember what an author says, you have learned something from reading him. If what he says is true, you have even learned something about the world. But whether it is a fact about the book or a fact about the world that you have learned, you have gained nothing but information if you have exercised only your memory. You have not been enlightened. Enlightenment is achieved only when, in addition to knowing what an author says, you know what he means and why he says it.

It is true, of course, that you should be able to remember what the author said as well as know what he meant. Being informed is prerequisite to being enlightened. The point, however, is not to stop at being informed…” ~~ M.J. Adler & C. Van Doren   

From years of study and of contemplation
An old man brews a work of clarity,
A gay and involuted dissertation
Discoursing on sweet wisdom playfully. 
An eager student bent on storming heights
Has delved in archives and in libraries,
But adds the touch of genius when he writes
A first book full of deepest subtleties. 
A boy, with bowl and straw, sits and blows,
Filing with breath the bubbles from the bowl.
Each praises like a hymn, and each one glows;
Into the filmy beads he blows his soul.
Old man, student, boy, all these three
Out of the Maya-foam of the universe
Create illusions.  None is better or worse.
But in each of them the Light of Eternity
Sees its reflection, and burns more joyfully.
‘Soap Bubbles’, taken from the Glass Bead Game,
                             by Hermann Hesse 



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