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<\/p>\n<\/p>\n
Or Read it below.<\/p>\n
Manual Scripts Commentary<\/p>\n
I have a work journal and a personal journal that I write by hand in every day. This
\ntask was a bit difficult because I knew it might be read by others, so I put more effort
\nthan I normally would into writing legibly. Usually, I do not write this much by hand in
\none sitting, so I did find my hand becoming a bit tired and it showed up in my
\npenmanship. If I make a wording mistake, I crossed out the word and rewrote the correct
\nword above or beside the cross out. If I made a spelling mistake or wrote illegibly, I would
\neither cross it out or write the correct letters over the incorrect letters. Just as Gutenberg
\ncould have argued that the printing press\u2019 accuracy, economy and speed makes it better
\n(Ewart, 2021), this process made me appreciate the efficiency of my laptop, but when I
\nchoose to write by hand in my personal life, the intended audience is myself, so I appreciate the segment when Robert Lamb and Joe McCormick (2021, 6:35) spoke of the
\nwritten word\u2019s ability to \u201cfreeze\u201d a moment of the mind books\u2019 ability to retain and
\nreclaim lost knowledge. I saw a correspondence between this and my belief that mistakes
\ncan be viewed as \u201clost thoughts.\u201d When rereading my hand written work, I also look at
\nthe words I crossed out and try to pick up the train of thought that brought me to that
\nword. Sometimes these words lead to a new idea or entry. During writing I encourage my
\nstudents to cross out their mistakes with a single line so their mistakes are still legible. I
\nbelieve it was the scientist Richard Feynman who developed a new theory from discarded
\nnotes that he\u2019d kept. Just like Feynman, I perceive my mistakes to be memory crystals
\nwaiting to be distilled and refined at the right moment.<\/p>\n
My typed work is used to interact with others, but I seldom directly interact with my
\ntyped work after it has been sent out. Professionally I do have to write many things by
\nhand, but unlike what I hand write in my personal life, they are short-lived and often
\ndisappear with the swipe of a board eraser. While these writings exist on the board, I and
\nmy students interact with this text. If the purpose of a text is to be interacted with,
\nperhaps these temporary texts meet this definition better than the others I create due to
\nthe number of people who interact with them and how they can be changed and added
\nto almost instantly. On the other hand, while the written words may disappear, these
\ntexts often transform into oral knowledge because most students will lose their notes or
\nthrow them out at the end of the school year. At the beginning of this task, I considered
\noral texts to have little place within my life, but actually most of the texts I create
\nprofessionally are transformed into oral texts that students share in discussions at school
\nand home. While text technologies will transform how we view and use texts, humans\u2019
\nneed for face-to-face communication make it impossible to remove the oral component of texts.<\/p>\n
References<\/p>\n
Ewart, K. (2021). Economies of writing-or-writing about writing [Course reading]. Canvas. https:\/\/canvas.ubc.ca\/courses\/89383\/pages\/4-dot-3-economies-of-writing-orwriting-about-writing?module_item_id=3341898<\/p>\n
Lamb, R. & McCormick J. (Hosts). (2021, May 26). The invention of the book, part 1 [Audio podcast
\nepisode]. In Stuff to blow your mind. iHeartRadio. https:\/\/www.iheart.com\/podcast\/stuff-toblow-your-mind-21123915\/episode\/the-invention-of-the-book-part-63031174\/<\/p>\n
<\/p>\n","protected":false},"excerpt":{"rendered":"
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