Englisizing The Paper

I'm in editing mode. Lately, I've been working with a couple of coauthors who are very, very good theorists. Their game theory/math chops are so much better than mine that I try not to discuss it. In addition, one of them is very connected with the top people in the accounting area (he was the other's chair, which is how we met).

They just dropped about a 40 page current version of a paper we've been working on for quite a while. The logic of the paper flows soundly, and the empirics are solid.

Unfortunately, neither of my coauthors has English as a mother tongue. So, I'm in charge of "Englishizing" the paper.

Oh my!

Update: I may have given the wrong impression (at least, based on a comment by Bob Jensen). My colleague and I have been working on this paper for quite some time, and we've all been involved with most parts of the paper (with the exception of the game-theoretic part, which is admittedly not my strength). My contributions have been primarily in the designing of the tests (my colleague is a game theorist, not an empiricist) and in the final editing of the paper.
Since I did my early education at Our Lady of the Bleeding Knuckles Elementary School (and yes, they did use the curtain rod), I received pretty good training in the fundamentals of what I call the "micro" part of writing.

The best analogy of the day

I'm a regular reader of the Rabbit Room, a blog run by a group of Christian artists mostly around the Nashville area. They're a pretty amazing group of people - artistically talented as painters, writers, and musicians, mature, deep and thoughtful in their faith, and (importantly in terms of keeping me coming back) funny as all get out.

Recently they had a weekend get together where they had a numbr of speakers (and some kick-hiney food). One of the speakers was Walter Wanegrin, who wrote a book called The Book of The Dun Cow, a very powerful story where the protagonists are all animals fighting against Wyrm, the source of all evil in their world. It's insightful, thought provoking, and funny.

One of the bloggers expressed how inadequate he felt felt discussing literature wit Wanegrin (note: this came from the blogger - by all indications, Wanegrin is an estremely humble and engaging fellow). Anyway, here's the quote:

I felt a thousand things as he spoke, which I feel incapable of putting into adequate words. I feel like a clever monkey trying to explain to Beethoven (who is deaf and dead) the joys of flinging poo.

Every once in a while, you hear a phrase that just sticks with you. I think this one qualifies, and I've been there.

Writing Assignments

I want my students to learn to write well. Good writing skills should be a requirement for any college education, regardless of the major. Writing well helps people think more logically. Sentences must follow sentences in a pattern that makes sense. Words need to be positioned so that ideas are clear. The message must be delivered in a fashion that can be understood by the intended reader. Today, the writings of many college students seem to be influenced heavily by Twitter and instant messaging.

How can a teacher assist students in developing good writing habits? I use a four-step approach. I grade each of these steps individually but I put the most emphasis on the finished product that comes from the final step.

First, students need something to write. I instruct them to create a problem or a question (within our discipline) that needs to be addressed. I give them guidance on arriving at their question. They then write a letter or memorandum to describe this issue in an understandable fashion. The reader must be able to comprehend the various aspects of the problem and the reason that it needs to be resolved.

Second, the students do the research necessary to arrive at a reasonable resolution for the problem they have created. Every person writes a response to explain the answer that they believe best solves the problem. Again, clarity is essential. The reader must be able to understand the recommendation and the rationale for following that approach.

Third, these first two writings assignments are collected in class and immediately given back, but to a different student. This second student is assigned to critique every aspect of the problem that was raised and the proposed solution. The critique should look at both the technical answer provided and the first student’s use of the English language. This reader must search for anything that prevents either of the first two assignments from being perfect. I have always felt that requiring an evaluation of this type makes both parties more careful. The original writer feels the pressure of having a peer assess the work. The second student must provide a critical evaluation of the technical answer and the written communication, a task not always encountered in school.

Fourth, the critique letter is given to the first student. Hopefully, the student will see the reason why some portions of the original letters were not clear or where the technical material was inaccurate. This student is given the opportunity to rewrite the first two assignments based on the advice provided in the critique. Students can make whatever changes they feel are needed. They have a chance, before they turn in the final letters, to have another member of the class provide advice.

I want each student to see the elements of what they wrote that were judged by their reader to be unclear and needing additional work. I am not an English professor but I have been well pleased by the improvements that I have seen between the original letters and the final versions.