Language in Use 185-186
A major function of our use of language for deliberately ordering our experience
is to provide an adequate record of what has been done. Moreover, this record
often has to be capable of conveying an account of that experience to someone
else.
The aim of this unit is to explore the problems that arise when the experience
which we order is a scientific experiment, or a sequence of operations in domestic
science or craft work, or a complex process like glaciation. Its point
of departure is to use pupils' written records of work already performed. It
should be stressed that the object of the unit is to focus upon the linguistic
processes involved: consequently, repeating a piece of work is a necessary feature
of the unit.
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[1] In this session, each member of the class proceeds to repeat a piece of work already done, but does so relying solely on the notes made by another member of the class the first time the work was done. Whatever is chosen should have been done long enough ago for its details to be beyond immediate recall, so that the notes must be relied upon if the operations are to be correctly performed. No queries should be answered while the work is proceeding and the class should make careful notes of any difficulties they encounter. Time should be left for an initial discussion of them before the end of the session.
[2] This session focuses upon the problems that arise in using the notes.
The discussion should focus upon such points as:
(a) the privateness of the language used in individual sets of notes
(b) the gaps in sequence and what caused them
(c) the adequacy with which the notes record how to do what is required as opposed
to what to do.
(d) the degree to which they use the technical language of the subject appropriately.
The next stage is to ask the class to rewrite the notes in the light of this discussion for use by a younger form. This work is best done in pairs or small groups with time allowed for discussion of what is involved.
[3] This session requires comment on the rewritten notes from the younger
form. Ideally, they should have had a chance to use the notes for themselves
and should give their report in person. Where this is not feasible, the teacher
should provide the class with the juniors' written comment. The class need to
consider how adequately they judged the needs of the younger audience. Points
to include:
(a) level of difficulty
(b) use of unfamiliar technical language
(c) judgement as to what is difficult
(d) assumptions about what others do and do not already know.
[4] The work of the whole unit can be drawn together by moving to new work. Divide the class into two, get each half to do a new piece of work and write it up, then have each half carry out the other half's piece of work, using only the written record as their guide. The value of writing for a younger audience lies in the demand it makes for a clear grasp of what is involved in a piece of work. It compels a class to assess what elements in it need to be explored and to find adequate language for explaining.
This unit can be used with simple experiments, like heating a solution, besides more elaborate ones; with operations like setting in a sleeve, or comparable operations in woodwork, metalwork or cookery; or in orientating a map or describing a process like 'weathering'. Advantage may be taken of any large scale absence in a class to explore how far the notes of those members of the class who attended a lesson are an adequate guide to someone who was not present.