Language in Use 43-44
This unit is concerned with the problems of making a given piece of writing bear as much information as possible while remaining continuous text. It looks at the techniques for abstracting an argument in such a way that a class are able to work out for themselves the principles involved. The unit requires a selection of texts. A good general studies text book would serve, but the texts should be arranged so that the information content increases through the series. Literary text is less useful for this unit than material from serious weeklies, because it is much more difficult to estimate the information level of the text.
[1] The aim of this session is to develop an awareness of what kinds of judgement are involved in abstracting an argument. Present the first passage to the class for study. Organise the class into groups and ask each group to prepare a rough draft summary of the argument of the original. Circulate the drafts and ask each group to list the major items of information which have been included in the draft in front of them. Note these on the board and ask the class to suggest any other items for inclusion. In discussion, explore the reasons for including particular items from the original text.
[2] For this session, each group Deeds to have rewritten their original version with up to six extra items from those discussed in [1] worked into it, without increasing its length. Take this revised draft of the text used in [1], and ask each student to make a fair copy of it. Then ask them, working individually, to reduce the length of the text further without omitting any more information. The groups should then discuss their individual versions and produce a single final version. In discussion, explore what happens when language is pushed to the limits of what it can convey. Note especially the increasing pressure to save words by using technical language.
[3] Give the class a second text to read, and then make up different groups. Ask them to work out the information content of the second text, by listing the items that they would want to include in an abstract in order of priority. In class discussion, decide upon the list of essential items and then ask each group to write an abstract of the original which incorporates these items as briefly and lucidly as possible. Circulate the resulting drafts, and discuss the disparities between them.