Unscripted story: 

I’m going to talk about my story of becoming an educator I guess it starts pretty early in my life I started tutoring young kids at the age of well in grade 8 actually no not in grade 8 maybe in grade 10 I started tutoring like Junior kids like in grade six even though that was 2 years after I had arrived in Canada like started learning English I taught basic stuff but I really enjoyed teaching others about what I had learned so I started tutoring and in grade 10 actually in the same year I meant I met a teacher that I really looked up to and I wanted to become like her I mean like I want it I visioned myself my future as you know doing something similar to what she was doing she was my ell teacher and she also taught Japanese which I was also studying in my high school and I think I signed up to be a peer tutor working with ell students who are mostly International who are international students even though I was on El student myself I had just graduated from the program not graduated completed the yellow program I thought I would be an ideal person to become a peer tutor because I knew the situation better than anybody else I mean like better than someone who didn’t go through the program similarly fast forward similarly I wanted to become a teacher because I felt that I was a lonely child from an immigrant family who had no guidance whatsoever in life and in education so I had to find things out myself from scratch most of the times my mom wasn’t very knowledgeable about what’s going on in terms of schooling Etc she took really good care of us me and my brother but in terms of education and planning my career and future education I didn’t really have anyone helping me so I wanted to become a teacher who’s like a mentor to those who are in similar situations like I was going through in my high school as well as post-secondary so I I took education program specializing in English and ell it wasn’t very easy for me due to you know my shortcomings and Etc and you know teaching english to native speakers as an immigrant is not an easy thing I had to go through a lot of trouble a lot of studying obviously a lot of hardships some discrimination but my first job I was offered not offered I did a lot of research and a lot of interviews and the first job that I finally got after a year and a half of trying trying and applying an interviewing finally like I got a full-time job teaching at a high school an internal a private high school mostly composed of international students it was a boarding school I had an ideal the most ideal job that I wanted I was teaching literature to your students I really enjoyed 2 years of my life being able to use all the languages that I speak like Korean japanese and obviously English interrupting with students who loved me and vice versa however due to some philosophical differences between the school Founders and myself I wanted to transfer to a Catholic School and a position opened up I was referred to by a priest and I called the job and right now I’m teaching I was hired to teach Els students just like what I was doing but I also have to teach English but eventually right now I’m teaching English as well as religion and took on some other positions I mean like other position called campus mystery campus minister but i’m happy where I am at right now even though I really miss teaching LOL program teaching in the real program but it’s something that’s always you know in my mind if there is an opportunity you know if an opportunity opens up it’s something that I always wanted something that I’m always willing to do yeah so it’s been 8 years of teaching and you know I still look forward to what’s to come in my prayer as a teacher and I wish to look for opportunities to improve and develop my self as a teacher and that’s it

Analysis:

The scripted text deviates from the conventions of written English in several ways. I used Speechnotes to dictate my story, and the website prompts the user to dictate punctuation marks, which I didn’t realize until I finished recording. Therefore, the script lacks punctuation marks, resulting in a single run-on sentence and proper nouns not being capitalized. Additionally, the script includes fillers and repeated words like “I mean like,” “you know,” and “etc.,” which are more common in spoken language. I also noticed that the script includes misinterpretations or mishearing of words, such as “ell” or “lol” instead of “ELL.” Lastly, the absence of clear sentence boundaries and paragraph structure makes it difficult for readers in terms of readability.

Contextually, the text has several issues that affect its clarity and coherence. Having read the raw script, I noticed that there are things I would not have said or done if I were writing the story. The story lacks transitions between different parts, making it difficult to follow the progression from one event to another for someone unfamiliar with the story. I missed out on some details that would help with comprehension and transitioning into the next part of the story. Also, there are parts I should have expanded more on and elements that I would not have included if I had the opportunity to proofread my work.

In considering the differences between oral and written language patterns, I noticed that oral storytelling allows for spontaneity and personal voice. When illustrating my journey, although it wasn’t my first time talking about my path to becoming a teacher, I believe the way I tell my story conveys emotions that are raw and genuine, not manipulated as they might be in writing. However, oral storytelling can also result in structural and contextual issues when transcribed directly into text. For instance, oral language often includes fillers, informal phrases, and relies heavily on vocal intonation and pauses, which do not translate well into written form. Written language, on the other hand, requires careful attention to grammar, punctuation, and structure for better clarity and coherence.

Context-wise, written language demands a clear organization of ideas and detailed descriptions to ensure that the reader can easily follow the narrative. Oral storytelling can afford to be more flexible with its structure because the storyteller can adjust based on immediate feedback and engagement from the listener, even though in this case, I didn’t have any audience. In contrast, written storytelling lacks this interactive element and must be meticulously crafted to maintain engagement and understanding.

Lastly, oral storytelling often relies on the speaker’s tone, gestures, and facial expressions to convey meaning and emotion, which are lost in written text. Therefore, written language must compensate for these elements through precise word choice, descriptive language, and a well-structured narrative.

Conclusion:

Although a direct transcription of oral language into text can result in confusion and a lack of coherence, written form often misses the spontaneity and personal touch of oral storytelling. This task has reminded me of the importance of understanding and adapting to the differences between oral and written language patterns. For tech users that rely on speech-to-text tools, it is crucial to be mindful of these differences and not rely solely on one method to communicate or write.

In some cultures, such as Chinese, the complexity of the language has led to young people forgetting Chinese characters because they rely on speech-to-text functions and auto-generated word completion to send texts and type. Relying heavily on speech-to-text functions can degenerate writing skills and a deeper understanding of what written language can offer. This highlights the necessity for a balanced approach, integrating both oral and written methods to maintain and enhance literacy level.