https://blogs.ubc.ca/macisaacj10/2025/09/16/task-3-voice-to-text-task/

This post resonated with me because Julia and I found many of the same details in what was going on with our voice to text transcripts. The transcription deviates from conventions of written English by lacking proper punctuation, paragraph breaks, and overall structure. It is conversational and informal, with repeated words, and casual expressions like “ended up” and “kind of felt like.” Some words were also transcribed incorrectly. The main “mistakes” are punctuation errors and incorrect word transcriptions, both of which can confuse readers and reduce readability. However, the transcription is still understandable. If the story had been scripted, it would have been more organized, polished, and detailed, with proper grammar and structure, making it easier and more engaging to read.

There was one section of this reflection that I found particularly interesting. Julia mentioned that “a lot is communicated through body language, such as facial expressions, as well as the person’s tone of voice, pauses, and expressions when telling a story.” When I thought about storytelling, I focused more on the words themselves rather than on ‘how’ they were being delivered yet these delivery elements are exactly the important aspects Julia highlighted.

When I teach Career Life Education, we constantly remind students of the importance of body language, eye contact, and a positive tone in strengthening the message they are delivering, especially in job interviews or other important conversations. A story or conversation becomes much more meaningful and memorable when supported by the way it is delivered.

This exercise is a reminder that communication is more than just the literal words, it’s about the layers of meaning added through delivery. In education and in everyday life, this distinction matters. While transcripts can provide accessibility and convenience, they can never fully capture the emotional and relational aspects of human interaction. This is why teaching students to be intentional not just with what they say but how they say it is so valuable.