The English Miscellany

The Place to find Exam Skills at work I hope that your exams (and your results day) have not been as traumatic as mine were at school. I still have minor nightmares about that day! In this blog, I take a look at the reasons behind exam success and failure. If you are coming to this blog having faced disappointment, do not despair. Help is at hand. There is a lot that you can learn in order to improve your performance . This blog will help you to start that journey I will be sharing my pesonal experiences, but you will also find that the research is informed by professional experience, rather than irrelevant educational theories. In my experience of 30 years of teaching English in Schools and in the University sector,  these are the most common reasons for poor results: 1.    Anxiety based on lack of confidence, poor planning and fear of the unknown 2.    Lack of familiarity with past exam questions 3.    Poor me...

The path to publication is arduous! "Publication is a self-invasion of privacy." - - -  Marshall McLuhan You can't publish unless you've written something ... 1. Ban thoughts of failure or rejection; by starting to write you are improving on the blank page of terror 2. Write a rough draft quickly; the quality of the writing should be worked on later 3. Familiarise yourself with an appropriate academic phrasebank 4. Learn to use a range of connectives in order to make your ideas flow 5. Avoid writing marathons - they seldom produce quality outcomes 6. Learn to use short stretches of highly focused writing time 7. Check that your have displaced all potential distractions 8. Identify SMART targets for your short periods of writing: Specific – target a specific area for improvement. Measurable – quantify or at least suggest an indicator of progress. Assignable – specify who will do it. Realistic – state what results can realistically...

Let's be clear: it is not incorrect to write 'he said' or 'she said.' In fact, it may be advantageous to let the dialogue do the work and to leave the specific manner or tone of speech to the reader's imagination. The reader often has an intuitive grasp of the flow of emotions. Close examination shows that there are many options if you want to replace the word 'said', but sometimes you don't need to use it at all. The word 'said' also preserves a potential ambiguity. Again this can be helpful in creative writing if you do not want to direct the reader to a specific interpretation. Why not trust the reader to unmask irony and double-meanings in the speech? Often, the writer who lacks confidence wants to fill in all the gaps . Sometimes it is better to be less busy, and to leave some space for the reader to work on the prose. Writing presupposes a partnership; it is not a dictatorship. The word 'said' can also be complement...