This is a post I've had as a draft since last year and never published. It seems quite a good moment to post it now as I'm in the same place again teaching-wise, not to mention being too immersed in work to write a new one.
Just in case any of you don't know this by now, I'm a teacher. It's how I make my living and it's the day job I'm not about to give up because truth to tell, I really enjoy it. I know, I know. I moan and groan about having to work, but the rewards of really helping my students achieve something they've previously been unable to do is verging on addictive. Oh did I mention that my subject is writing? In English. Surprised? No, well, maybe not.
Sometimes I teach oral English skills. I'm doing that now with two groups of first year International Business students. They are a delight, but as yet, they haven't grasped the fact that seventy percent of their oral communication is about non-oral communication and reaching out to their listeners or audience needs more than mere words.
Like most teenagers, they think that surly and sulky looks lean and mean. They'll learn in time that a smile will leapfrog the inch and carry them a mile. They'll also learn that while accuracy in spoken language is admirable, it's something few people - even native speakers - achieve, so it's not the most important consideration.
Mostly, though, I teach writing skills to Master's students, Phd'ers and administrative staff, and I love that. I feel that accuracy and variety of language are much more important in the written than in the spoken word - not that I count myself as any kind of expert, especially as I'm nowhere in the PhD'ers league. But what I can help them to understand is the importance of knowing that whatever they write is largely determined by the expectations of those reading it. It's also about the craftsmanship of putting ideas, thoughts and opinions into textual form in a way that exactly suits the reader - or as we like to call it, the audience.
As a writing teacher, I've become very aware that this aspect is often ignored but incredibly important. I show my students models to demonstrate the difference between an academic text, a narrative text and a business text - how to say essentially the same thing for three different readers. It amazes them, and to be honest, it still amazes me too. I love the fact that we can re-shape, re-structure and re-package our language in this way and for me, this is one of the major delights of the written word.
So which style do I like best? That's hard to say. One of the most appreciative audiences I've ever had consisted of the management of the health insurance company where I worked for ten years in South Africa. It was my job to write the 'visit reports' - accounts of meetings with member firms I'd been to see as part of my job as assistant marketing manager. In theory, these should have been dry factual accounts, but I enjoyed adding my own take to the reports; brief descriptions of the people I'd met, the offices they worked in or the other employees in the firms, so in truth they were more like short articles or interviews than minutes of meetings. That said, if the managers hadn't told me they looked forward to reading my weekly write-ups, or if they'd criticised my style, I'm sure I'd have changed it, but my audience was receptive and so I carried on.
This brings me to the point that isn't really much of a point. I'm just rambling really. But the point is (yes?) it doesn't matter so much what you write as long as you write it right for the right types. So that's it. The audience is what matters, and in a language generally regarded as being 'writer responsible', it's our task to keep our readers happy by writing in a style they expect and like for the content they've chosen to read.
Sounds easy doesn't it? Well luckily for the teacher me it isn't, because if it were, I'd be out of a job. For the writer me, well that's another story. I wish it were just a bit easier to find the right audience…but I'll keep trying.