In case I haven't explicitly mentioned, this new chapter is a PGCE (or teacher training, for you international readers). Now while the thought of teaching and igniting the sparks of motivation in the next generation ignites my motivation, I'm not so keen on the academic side associated with my course. Not because I don't understand it (unlike my undergraduate degree), but because I'm limited in words. For the first time since I was at school (really...) I'm reading and writing about stuff that invokes a reaction in me: a passionate reaction. The literature I read at uni caused a reaction, don't get me wrong, and it's definitely having a bearing on my reaction to the new stuff I'm reading now. In fact, I'm even able to link part of my undergrad course to my teacher training assignments.
As an aside, my course carries Masters credits, which basically means that if I get a mark of 50 or above in each assignment, I get 15 Masters credits per assignment that can be transferred onto a Masters course in education or specialist teaching. At the moment, I have no desire whatsoever to do a Masters in the near future, but I know I need to push myself to get that mark of 50 in each paper, just in case I change my mind. I am very prone to doing that. It's having this thought at the back of my mind that's causing me to struggle, I think, with getting back into the habit of writing critical essays.
Having spent all day today trying to write the introduction to my first assignment, I realised that I've already used up around 20% of my word count - and that's just in one side of A4, single spaced. I dread to think what my pre-editting total is going to end up being. The course handbook specifies:
Student teachers sometimes submit assignments that are far longer than required, in the mistaken belief that a longer assignment is a better assignment. In order to encourage student teachers to focus on the quality of their writing rather than on the length, the following penalties are applied.
Now whilst I agree with this in principle, when you look at the assessment criteria and the list of objectives for the assignment, the first thing you think is "how the hell will I write all that in so few words?!?" And seriously, I have no idea how I'm going to edit it down - 20% is taken up in my introduction...
I just had the brainwave of analogising something in the assignment, but quickly dismissed it because of the word count problem. And I've already forgotten what the analogy was. If it comes back to me I promise to write it down.
Then I'll bore you with the details.
1 comment:
Word limits are important I think. It's important to be concise and clear, although occasionally it's funny to ramble on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on and on.
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