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<?xml version="1.0"?>

<!DOCTYPE TEI.2 SYSTEM "base.dtd">




<title>The Warwick Writing Programme: lectures for Computer Scientists [00:45:10]</title></titleStmt>

<publicationStmt><distributor>BASE and Oxford Text Archive</distributor>


<availability><p>The British Academic Spoken English (BASE) corpus was developed at the

Universities of Warwick and Reading, under the directorship of Hilary Nesi

(Centre for English Language Teacher Education, Warwick) and Paul Thompson

(Department of Applied Linguistics, Reading), with funding from BALEAP,

EURALEX, the British Academy and the Arts and Humanities Research Board. The

original recordings are held at the Universities of Warwick and Reading, and

at the Oxford Text Archive and may be consulted by bona fide researchers

upon written application to any of the holding bodies.

The BASE corpus is freely available to researchers who agree to the

following conditions:</p>

<p>1. The recordings and transcriptions should not be modified in any


<p>2. The recordings and transcriptions should be used for research purposes

only; they should not be reproduced in teaching materials</p>

<p>3. The recordings and transcriptions should not be reproduced in full for

a wider audience/readership, although researchers are free to quote short

passages of text (up to 200 running words from any given speech event)</p>

<p>4. The corpus developers should be informed of all presentations or

publications arising from analysis of the corpus</p><p>

Researchers should acknowledge their use of the corpus using the following

form of words:

The recordings and transcriptions used in this study come from the British

Academic Spoken English (BASE) corpus, which was developed at the

Universities of Warwick and Reading under the directorship of Hilary Nesi

(Warwick) and Paul Thompson (Reading). Corpus development was assisted by

funding from the Universities of Warwick and Reading, BALEAP, EURALEX, the

British Academy and the Arts and Humanities Research Board. </p></availability>




<recording dur="00:45:10" n="5931">


<respStmt><name>BASE team</name>



<langUsage><language id="en">English</language>



<person id="nm0968" role="main speaker" n="n" sex="m"><p>nm0968, main speaker, non-student, male</p></person>

<personGrp id="ss" role="audience" size="l"><p>ss, audience, large group </p></personGrp>

<personGrp id="sl" role="all" size="l"><p>sl, all, large group</p></personGrp>

<personGrp role="speakers" size="3"><p>number of speakers: 3</p></personGrp>





<item n="speechevent">Lecture</item>

<item n="acaddept">English and Comparative Literary Studies</item>

<item n="acaddiv">ps</item>

<item n="partlevel">UG</item>

<item n="module">The practice of writing in Computer Science</item>




<u who="nm0968"> welcome <pause dur="1.4"/> welcome to the first <pause dur="0.5"/> the first <pause dur="0.2"/> of the lectures of a new short <pause dur="0.3"/> core course <pause dur="1.0"/> it's called <pause dur="0.4"/> The Practice of Writing in Computer Science <pause dur="0.7"/> and my name is <gap reason="name" extent="2 words"/> <pause dur="1.2"/> # i run the <gap reason="name" extent="1 word"/> Writing Programme <pause dur="0.8"/> and i'm also <pause dur="0.3"/> what you might call a cultural werewolf <pause dur="1.0"/> that is by day i'm a scientist <pause dur="0.7"/> # but i moonlight also as a poet <pause dur="0.5"/> and as an editor <pause dur="1.5"/> # thank you for coming today <pause dur="1.5"/> what the <gap reason="name" extent="1 word"/> Writing Programme does <pause dur="0.3"/> is bring well known writers to the university <pause dur="1.0"/> # writers such as Martin Amis Salman Rushdie <pause dur="0.5"/> and Ian McEwan <pause dur="1.0"/> you're all very welcome to attend these events which are on Wednesday evenings at the Arts Centre <pause dur="0.9"/> there's also a free event <pause dur="0.8"/> in the <gap reason="name" extent="1 word"/> building <pause dur="1.0"/> at five P-M on the day of a writer's visit <pause dur="1.3"/> there you can learn directly the nuts and bolts of a writer's craft <pause dur="1.2"/> the writing programme also runs short courses in creative writing <pause dur="0.8"/> such as screenwriting <pause dur="0.6"/> journalism <pause dur="0.5"/> poetry <pause dur="0.3"/> and fiction <pause dur="0.8"/> and all of you <pause dur="0.3"/> are welcome to <pause dur="0.4"/> apply <pause dur="0.2"/> for those courses <pause dur="0.4"/> in your second

and third years <pause dur="0.3"/> now if that's news to you let me tell you <pause dur="0.5"/> that there are several computing science students already enrolled upon those courses this year <pause dur="1.7"/> now <pause dur="0.3"/> creativity aside <pause dur="0.7"/> i'm a scientist by training <pause dur="1.1"/> and it always struck me that there are many different <pause dur="0.2"/> and gripping ways <pause dur="0.7"/> to look at the world within science <pause dur="0.4"/> and computing <pause dur="0.6"/> as there is within a novel or a poem <pause dur="1.4"/> so the writing programme <pause dur="0.6"/> works with your department <pause dur="0.4"/> and with biologists and engineers and physicists <pause dur="0.2"/> and business school people <pause dur="0.4"/> on what we call <pause dur="0.5"/> expository writing <pause dur="1.6"/> yes # i didn't know what it meant either <pause dur="9.4"/><kinesic desc="puts on transparency" iterated="n"/> expository writing <pause dur="0.2"/> are all forms of writing <pause dur="0.4"/> that are non-imaginative <pause dur="3.7"/> such as the essay <pause dur="1.4"/> or the monograph <pause dur="0.6"/> or the article <pause dur="0.2"/> or the technical report <pause dur="0.9"/> and conversely creative writing imaginative writing <pause dur="0.3"/> might include the short story the novel <pause dur="0.3"/> the poem or the screenpray <pause dur="0.3"/> or or the screenplay <pause dur="6.1"/> now <pause dur="0.7"/> expository writing also includes all the notes that you

might be taking during this lecture <pause dur="0.4"/> over the next forty-five minutes <pause dur="0.7"/> all non-imaginative forms of writing <pause dur="1.1"/> now a common problem is that many university science departments <pause dur="0.7"/> imagine that you the first years are already well tooled up <pause dur="0.5"/> to do what we call writing up <pause dur="0.2"/> to do your expository writing <pause dur="1.4"/> well <pause dur="0.5"/> you're not <pause dur="1.9"/> and <pause dur="0.2"/> in fact <pause dur="0.2"/> my point is <pause dur="0.9"/> that as scientists we're very largely thrown to the dogs <pause dur="0.4"/> when it comes to writing up <pause dur="2.3"/> by the time we've discovered <pause dur="0.9"/> usually for ourselves <pause dur="0.9"/> how to do it <pause dur="0.9"/> why we do it <pause dur="0.5"/> we've graduated <pause dur="1.8"/> we get sideswiped then <pause dur="0.9"/> for our inability to express ourselves clearly <pause dur="1.6"/> we get blamed <pause dur="2.2"/> we get stereotyped <pause dur="1.6"/> we are told that our inability derives from the fact that scientists have personality bypasses <pause dur="1.0"/> basically we are sidelined as boffins or as geeks <pause dur="1.7"/> have you never had that feeling in your first year already in this university <pause dur="0.3"/> when you go outside of this building <pause dur="1.8"/> now <pause dur="0.3"/> let me just show you a picture <kinesic desc="changes transparency" iterated="y" dur="2"/>

some of you may look at that picture and think geektastic <pause dur="1.5"/> okay <pause dur="1.8"/> and some of you might not mind being portrayed as a boffin or as a geek <pause dur="0.8"/> and you might want to hide behind those stereotyped <trunc>s</trunc> those stereotypes <pause dur="0.5"/> and then pretend that you're eccentric if limited communicators <pause dur="1.1"/> what you're actually doing by the way there is playing directly into the arms of those people who wish to stereotype you <pause dur="0.3"/> you're reinforcing the image that you're incapable of writing or talking clearly <pause dur="0.8"/> and that we are just # <pause dur="0.5"/> reinforcing the idea that scientists are <pause dur="0.9"/> basically incapable of being creative <pause dur="1.1"/> that we are just in fact geeks in love with the with the laboratory and with the Internet <pause dur="1.3"/> # the result is is that when a few scientists <pause dur="0.2"/> actually succeed in communicating <pause dur="0.4"/> to the public <pause dur="0.6"/> like Hawking here <pause dur="0.4"/> they get called geniuses <pause dur="0.2"/> see the word up there genius <pause dur="1.3"/> well <pause dur="1.4"/> scientists like Stephen Hawking <pause dur="0.2"/> or Bill Gates or Stephen J Gould <pause dur="1.2"/> what they actually do <pause dur="0.7"/> the content of their message is

fascinating in its own right <pause dur="0.7"/> it's just like the work that you do <pause dur="1.4"/> what you do is fascinating in its own right <pause dur="2.1"/> now the thing that divides them <pause dur="1.7"/> is basically a few writing and speaking skills <pause dur="0.9"/> to communicate the fascinating <pause dur="0.5"/> is just a question of them picking up those writing skills <pause dur="1.3"/> they know how to construct a sentence <pause dur="0.7"/> they know how to rub two sentences together to get some heated meaning going <pause dur="1.1"/> and <pause dur="0.6"/> they also deploy that apparently frightening tool <pause dur="0.6"/> that we call grammar <pause dur="2.0"/> now <pause dur="0.7"/> they also get the relevant facts across as well <pause dur="1.6"/> now if you want to be called a genius <pause dur="1.6"/> where do you turn for help <pause dur="2.0"/> well <pause dur="0.3"/> your department <pause dur="0.3"/> the Department of Computing Science has made damn sure <pause dur="0.9"/> that in your first year <pause dur="0.4"/> you connect with the <gap reason="name" extent="1 word"/> Writing Programme <pause dur="1.9"/> use us while you're here <pause dur="1.3"/> we are based <pause dur="0.8"/> in the English department <pause dur="1.2"/> now it may be that you don't want to visit an English department i know the feeling <pause dur="3.0"/> <vocal desc="laughter" iterated="y" n="ss" dur="1"/> # but at some point i'd like each and every one of you <pause dur="0.7"/> to cross

the road <pause dur="1.9"/> go down towards the Humanities building <pause dur="1.0"/> ascend those <unclear>August</unclear> steps <pause dur="0.8"/> get in the lift <pause dur="0.3"/> go up five floors <pause dur="0.4"/> and pay us a visit <pause dur="2.2"/> now <pause dur="0.7"/> you can bring with you on those occasions <pause dur="0.3"/> maybe an essay that you're working on <pause dur="1.1"/> or a technical report <pause dur="1.1"/> or an article <pause dur="1.9"/> you can even bring <pause dur="1.6"/> an excerpt from a novel you're writing <pause dur="2.0"/> now i know that some of you <pause dur="0.2"/> write secretly <pause dur="1.0"/> creatively <pause dur="1.6"/> and i know how hard that is to do in a scientific institution believe me <pause dur="1.3"/> so it's a very difficult journey <pause dur="0.6"/> for any of you to make because i know <pause dur="0.6"/> it is a very difficult journey to make <pause dur="0.7"/> but it can be done <pause dur="2.1"/> now <pause dur="0.2"/> the aims of this course <pause dur="1.2"/> aren't just to help you become better writers in your subject <pause dur="1.3"/> the aims of this course <pause dur="0.4"/> the <trunc>ai</trunc> the the the aims of this course which you'll see in your handouts is in <trunc>fa</trunc> basically to enlarge your view of the world <pause dur="1.5"/> our job <pause dur="0.6"/> when you come across to the English department <pause dur="0.6"/> is not to tear your work to shreds <pause dur="1.0"/> our task is to build your confidence <pause dur="0.6"/> and your ability in your own writing <pause dur="1.2"/>

we can't <pause dur="0.3"/> guarantee <pause dur="0.2"/> genius <pause dur="0.9"/> but we can help you <pause dur="0.8"/> put your words back on the paper and in your own mouths <pause dur="0.6"/> where they belong <pause dur="2.8"/> so let's have a look at those aims <pause dur="11.3"/><kinesic desc="changes transparency" iterated="y" dur="5"/><vocal desc="clears throat" iterated="n"/> the aims of this short core course <pause dur="2.5"/> enhance your skills in comprehension and writing <pause dur="1.1"/> basically that means that we're going to help you <pause dur="0.2"/> write <pause dur="0.2"/> even better than you think you can <pause dur="1.1"/> and to help you enjoy and understand <pause dur="0.6"/> the many kinds of writing <pause dur="0.6"/> that are used by computing scientists <pause dur="1.1"/> and that third <pause dur="1.0"/> aim there <pause dur="1.8"/> the aim is to make you more interested in the world around you <pause dur="0.7"/> in other disciplines and cultures <pause dur="0.9"/> they're very simple aims but they're very very ambitious aims <pause dur="0.8"/> # now <pause dur="0.8"/> take this in # in mind please no other university <pause dur="0.3"/> has attempted such a course <pause dur="0.9"/> ten years ago the idea of a novelist or a poet standing in front of a bunch of first year computing scientists would have been viewed as being very strange indeed yeah <pause dur="1.0"/> and indeed many of you

might think this is pretty strange now <pause dur="1.4"/> mm <pause dur="0.6"/> a cultural shock <pause dur="0.8"/> well in ten years' time i'd put a lot of money <pause dur="0.8"/> upon other universities throughout the world copying this course <pause dur="0.7"/> and asking some of you <pause dur="0.2"/> to teach it <pause dur="3.7"/> another point i want to <pause dur="0.2"/> put across is the real aim of this course the thing that <pause dur="0.4"/> that ties together all the other aims <pause dur="1.1"/> and that is simple <pause dur="1.8"/> that being a better writer <pause dur="1.1"/> being somebody who can construct those sentences and rub them together <pause dur="1.2"/> that will make you a better scientist <pause dur="0.8"/> it will make you a better <pause dur="0.4"/> computing scientist <pause dur="1.8"/> now i want to show you two recent quotes from the national press <pause dur="10.5"/><kinesic desc="changes transparency" iterated="y" dur="5"/> the first is from The Times on students who get firsts first class degrees <pause dur="1.6"/> and <pause dur="0.3"/> here's the quote from the paper <pause dur="0.9"/> <reading>how can you get a first class degree <pause dur="0.7"/> first is the importance of the written word</reading><pause dur="0.4"/> notice that first is the importance of the written word <pause dur="0.8"/> <reading>even the scientists renowned for their horror of

writing</reading> <pause dur="1.5"/> see <pause dur="0.2"/> <trunc>no</trunc> note that knock against us there <pause dur="1.3"/> <reading>even the scientists renowned for their horror of writing displayed an excellent command of language <pause dur="0.6"/> academia is built on the written word</reading> <pause dur="1.7"/> and then this other quote <pause dur="0.2"/> which is from a student in the quoted in the Guardian <pause dur="0.4"/> and this article was about students who get lower marks <pause dur="2.1"/> <reading>in all my time at university <pause dur="0.8"/> i did not read one book from start to finish <pause dur="0.5"/> i plucked out just what was needed</reading> <pause dur="1.7"/> now you'll be pleased to hear in fact that was an English student <pause dur="0.2"/> huh <vocal desc="laughter" iterated="y" n="ss" dur="1"/> <pause dur="2.3"/> now <pause dur="1.1"/> i actually think that writing is a very enjoyable skill <pause dur="0.7"/> and this enjoyable skill that we're going to be teaching you is what we call binary <pause dur="0.9"/> it's the practice of writing yes <pause dur="0.5"/> the practice of writing <pause dur="0.2"/> but it's also the practice of reading <pause dur="1.8"/> this course will improve your marks while you're here at <gap reason="name" extent="1 word"/> <pause dur="0.8"/> it will have employers desperate for students

particularly I-T students <pause dur="0.7"/> with transferable skills <pause dur="0.3"/> jumping all over you <pause dur="0.6"/> when we let you go <pause dur="0.7"/> out of this prison <pause dur="1.4"/> now <pause dur="0.2"/> i want you to put worldly considerations aside actually <pause dur="0.5"/> and <pause dur="0.2"/> just have a look at this tenner <pause dur="3.1"/><kinesic desc="holds up ten pound note" iterated="n"/> there it is <pause dur="2.5"/><vocal desc="clears throat" iterated="n"/> that's got your attention didn't it <pause dur="1.3"/><vocal desc="laughter" iterated="y" n="ss" dur="1"/> but the point i want to make is simply about value <pause dur="4.5"/> does this object in my hand <pause dur="0.7"/> here <pause dur="0.9"/> really have value <pause dur="0.9"/> just because we recognize what it is <pause dur="4.9"/> let me just put that again <pause dur="1.5"/> it's about value <pause dur="1.2"/> about <pause dur="0.2"/> value <pause dur="0.7"/> does this object <pause dur="0.6"/> really have value just 'cause you recognize what it is <pause dur="5.6"/><kinesic desc="throws away ten pound note" iterated="n"/> we often overlook subjects do we not subjects within ourselves and disciplines and talents and skills within ourselves <pause dur="0.3"/> because they're so ordinary <pause dur="0.9"/> because they're so prevalent <pause dur="1.0"/> like that <pause dur="0.8"/><kinesic desc="indicates ten pound note" iterated="n"/> it's ordinary <pause dur="0.3"/> it's prevalent <pause dur="0.4"/> the point i'm making is that good writing is valuable <pause dur="0.3"/> in itself <pause dur="0.2"/> your ability to do good writing is

a valuable <pause dur="0.5"/> of itself <pause dur="0.8"/> we all do it <pause dur="0.8"/> we all have to do it <pause dur="0.6"/> we all have to write <pause dur="1.3"/> now the ability to create language is what made our species more powerful <pause dur="0.2"/> whether you like it or not <pause dur="0.7"/> than any other species it was the ability to create language <pause dur="1.0"/> now what unites your subject <pause dur="0.4"/> computer science to a hundred other disciplines <pause dur="0.3"/> what <pause dur="0.2"/> is the common denominator between <pause dur="0.4"/> effective empirical modelling <pause dur="0.5"/> the poetry of Ted Hughes <pause dur="0.4"/> and the <trunc>s</trunc> the effective study of acid rain what is the common denominator between all those effective studies <pause dur="1.0"/> it's <pause dur="0.2"/> good <pause dur="0.5"/> good writing <pause dur="1.7"/> they all use forms of written communication <pause dur="0.3"/> from one member of the human race to another <pause dur="1.3"/> now <pause dur="0.2"/> to achieve communication <pause dur="0.4"/> you need to use language <pause dur="0.4"/> words <pause dur="0.6"/> or words backing up the findings of an analysis or a formula <pause dur="1.3"/> now you can use words clearly <pause dur="0.8"/> to help your readers clearly understand your meaning <pause dur="1.0"/> or <pause dur="1.4"/> more common <pause dur="1.7"/> you can use them <pause dur="0.3"/> unclearly either deliberately or not <pause dur="2.1"/> now <pause dur="1.8"/> you might not actually care much about that <pause dur="1.3"/>

using clear language <pause dur="0.3"/> you might not obviously <pause dur="0.2"/> care much about <pause dur="0.2"/> communicating your meaning <pause dur="1.5"/> or you might want to do that because you want to disguise the truth <pause dur="1.2"/> that you're too scared <pause dur="1.1"/> to own up <pause dur="0.5"/> that you don't know what you're talking about <pause dur="3.1"/> now don't worry about that fear <pause dur="0.6"/> because we've all been there <pause dur="1.8"/> writers such as myself <pause dur="0.5"/> call that fear writer's block <pause dur="1.8"/> never <pause dur="0.5"/> ever <pause dur="0.3"/> think of it as ignorance <pause dur="0.7"/> it is not ignorance <pause dur="0.7"/> it is a fear <pause dur="1.2"/> and sometimes it's actually a phobia <pause dur="1.3"/> and <pause dur="0.4"/> quite often that phobia will be encouraged by your fellow scientists <pause dur="0.6"/> and particularly <pause dur="0.5"/> by students taking other subjects your phobia about writing <pause dur="0.3"/> it will be encouraged <pause dur="1.9"/> my advice is don't listen to them <pause dur="0.7"/> my advice is get writing <pause dur="0.5"/> and get reading and stay writing and stay reading <pause dur="0.5"/> and the phobia will vanish and your mockers will be in awe of you <pause dur="1.9"/> now <pause dur="0.6"/> some of you may have hoped <pause dur="0.3"/> ha ha <pause dur="0.7"/> that writing was something something that you left behind at school <pause dur="1.0"/> that you could put to one side of your lives <pause dur="0.4"/> and the

brutal truth is <pause dur="0.7"/> many of you hate it <pause dur="1.5"/> is that not true <pause dur="0.6"/> you <pause dur="0.3"/> hate it <pause dur="3.3"/><kinesic desc="nod heads" n="ss" iterated="n"/> i am pleased with all that nodding <pause dur="1.9"/> you might hope that your life was nipped and tucked and popped into a nice box called <pause dur="0.5"/> computing science <pause dur="2.6"/> well <pause dur="0.4"/> you may think that writing had little to do with the pursuit of your subject <pause dur="0.6"/> and certainly not creative writing and creative thinking <pause dur="1.2"/> well <pause dur="0.7"/> # <pause dur="0.4"/> that's <pause dur="0.3"/> bollocks <pause dur="4.1"/> clear writing is a powerful skill <pause dur="1.1"/> # but creative writing and creative thinking is an even bigger gun particularly in computing science <pause dur="1.5"/> your subject <pause dur="0.4"/> moves across <pause dur="0.3"/> what is currently the most influential revolution of the twentieth century <pause dur="0.2"/> information technology <pause dur="0.8"/> now you know and i know <pause dur="0.2"/> that I-T has a massive impact upon other knowledges <pause dur="0.3"/> on society <pause dur="0.3"/> and on politics <pause dur="1.2"/> I-T demands the most intensely creative thinking <pause dur="0.3"/> and solving problems <pause dur="0.5"/> or in making new products and applications <pause dur="0.9"/> now as workers in this field as future workers in this field <pause dur="0.2"/> your responsibility is <pause dur="0.2"/> huge <pause dur="1.7"/> and it's at very

least your civic duty <pause dur="0.9"/> to communicate the results cleanly in a language <pause dur="0.5"/> that your peers can understand <pause dur="1.5"/> now <pause dur="0.2"/> if i can't talk to your hearts <pause dur="0.6"/> please let me try your pockets again <pause dur="1.8"/> if you're still interested in that tenner <pause dur="1.4"/> well <pause dur="0.4"/> it is good writing that will turn your <pause dur="0.5"/> I-T applications into cold cash <pause dur="1.0"/> you will be able to explain your applications to the agents who will develop them <pause dur="1.0"/> and in turn <pause dur="0.2"/> they will be able to explain them to the buyers of the final design <pause dur="0.3"/> the public <pause dur="2.0"/> now back to the question about your fear of writing and your hatred of it <pause dur="1.1"/> now one of the quickest ways for this phobia <pause dur="0.6"/> or fear <pause dur="0.3"/> of words is to play a few games with language <pause dur="1.3"/> now i know that you might not like playing <pause dur="0.2"/> as well <pause dur="0.4"/> so let me explain <pause dur="0.6"/> there's a huge difference between the way you're taught writing here at university <pause dur="0.3"/> and the way they taught you it at school <pause dur="1.2"/> the biggest difference is that we do it with panache <pause dur="2.3"/> whereas they did it <pause dur="0.2"/> as a chore <pause dur="2.7"/> we do writing workshops <pause dur="0.8"/> or a better word <pause dur="0.4"/> writing

games <pause dur="1.8"/> # these games will take place in your seminars <pause dur="0.8"/> and they will feed directly into the three assessed pieces of work <pause dur="0.2"/> for this course <pause dur="1.0"/> your essay <pause dur="0.9"/> your technical report <pause dur="1.0"/> and your article <pause dur="1.7"/> # the other difference between the way writing is taught here and taught at school <pause dur="0.7"/> is that <pause dur="0.2"/> i regard you <pause dur="0.2"/> all <pause dur="0.3"/> as practising writers <pause dur="0.6"/> myself and the other tutors <pause dur="0.2"/> regard you as writers now <pause dur="1.6"/> now <pause dur="0.4"/> in other words we take you pretty seriously <pause dur="0.8"/> and it may be the first time that your writing has been taken seriously in your life <pause dur="0.7"/> all i can say to that is it's about time isn't it <pause dur="1.7"/> we also believe that creative writing games <pause dur="0.7"/> lead in and build up <pause dur="0.3"/> your creative thinking skills your lateral thinking skills <pause dur="0.4"/> and we will start <pause dur="0.5"/> now <pause dur="1.0"/> you'll need a pen and some paper </u><gap reason="break in recording" extent="uncertain"/> <u who="nm0968" trans="pause"> <vocal desc="clears throat" iterated="n"/><pause dur="0.3"/> and you have ten seconds to find them <pause dur="10.6"/> # this first game is called mental hygiene <pause dur="1.3"/> and it's something you should practise every day <pause dur="2.6"/> now this <trunc>th</trunc> game cleans up your brain cells <pause dur="0.8"/> it

prepares you to start <pause dur="0.6"/> writing <pause dur="0.7"/> now if you ever have an essay <pause dur="0.2"/> that you have to write to a deadline <pause dur="0.4"/> if ever you're stuck in front of a V-D-U with nothing to say <pause dur="0.4"/> can i please advise you to try this first it's really really time effective <pause dur="1.1"/> now once you've done this you get writing the real stuff okay <pause dur="0.9"/> # i shall explain how it works <pause dur="0.7"/> you pick up your pens <pause dur="1.6"/> thank you <pause dur="0.9"/> i will say a phrase <pause dur="2.1"/> # you will write the phrase down <pause dur="1.2"/> then you will continue writing for two minutes <pause dur="3.1"/> don't time yourselves i'll time you <pause dur="0.9"/> # there are two rules <pause dur="0.5"/> first rule <pause dur="0.4"/> you must not stop writing <pause dur="1.7"/> you must not stop writing when i say don't stop writing <pause dur="0.3"/> i mean you must be forming words <pause dur="0.7"/> your pen must be <kinesic desc="demonstrates writing across a page" iterated="y" dur="4"/> in constant motion across the page <pause dur="0.4"/> like that <pause dur="1.0"/> but i don't want to see lots of little squiggles <pause dur="0.2"/> pictures of Mickey Mouse <pause dur="0.5"/><vocal desc="laughter" iterated="y" n="ss" dur="1"/> or anything of that that variety <pause dur="0.7"/><vocal desc="laughter" iterated="y" dur="1"/> you must be forming words <pause dur="1.3"/><event desc="noise from audience" iterated="n"/> ooh <pause dur="1.6"/><vocal desc="laughter" iterated="y" dur="1"/> now <pause dur="1.3"/> if you get stuck <pause dur="0.7"/>

then you can write <pause dur="0.2"/> i'm stuck i'm stuck i'm stuck i'm stuck <vocal desc="laughter" iterated="y" n="ss" dur="1"/> i'm stuck i'm stuck i'm stuck i'm stuck i'm stuck <pause dur="1.2"/> but that's not very honest if you then produce a piece of work <pause dur="0.3"/> which consists of the phrase i'm stuck <pause dur="0.6"/><vocal desc="laughter" iterated="y" dur="2"/> forty times <pause dur="0.9"/> it smacks more of a trick <pause dur="1.2"/> now <pause dur="0.7"/> the other rule is <pause dur="0.9"/> the other rule is <pause dur="0.8"/> you must <pause dur="0.3"/> not <pause dur="0.3"/> think <pause dur="1.2"/> you must not <pause dur="0.4"/> think <pause dur="5.1"/><vocal desc="laughter" iterated="y" n="ss" dur="3"/> your pens must not stop moving <pause dur="1.0"/> you just keep writing without thinking and without stopping writing <pause dur="0.5"/> now at various times in this i will ask you to write faster and you will <pause dur="0.4"/> write faster <vocal desc="laughter" iterated="y" n="ss" dur="3"/> <pause dur="3.0"/> there's something about this too <pause dur="0.2"/> # you aren't self-expressing <pause dur="0.4"/> you aren't <pause dur="0.2"/> self-expressing <pause dur="0.7"/> you are not producing a work of art <pause dur="1.2"/> you won't be asked to read this out <pause dur="0.6"/> i would advise you not to show it to your friends <pause dur="1.2"/><vocal desc="laughter" iterated="y" n="ss" dur="1"/> just keep it <pause dur="0.2"/> to yourself <pause dur="0.3"/> but <pause dur="0.2"/> importantly <pause dur="0.6"/> do keep it <pause dur="2.0"/> so <pause dur="0.4"/> i shall <pause dur="0.3"/> say a phrase you will write it down <pause dur="0.3"/> you'll continue at it for two

minutes without stopping writing and without thinking <pause dur="1.8"/> i can see all of you from here by the way <pause dur="1.2"/> and so can the cameras <pause dur="6.7"/><vocal desc="laughter" iterated="y" n="ss" dur="2"/> okay let's go and when i say stop writing <pause dur="0.4"/> # i want you to stop on the letter <pause dur="0.4"/> don't try to finish it off <pause dur="0.5"/> okay <pause dur="2.1"/> right the phrase is <pause dur="3.8"/> i could see it <pause dur="0.5"/> by its tail <pause dur="1.4"/> i could see it <pause dur="1.1"/> by its <pause dur="0.5"/> tail <pause dur="2.6"/> go </u><pause dur="14.5"/><event desc="write" iterated="y" n="ss" dur="1:35"/> <u who="nm0968" trans="pause"> please write faster </u><pause dur="35.8"/> <u who="nm0968" trans="pause"> and now write even faster <pause dur="2.7"/> or else i'm on patrol </u><pause dur="18.5"/><event desc="takes off transparency" iterated="n" n="nm0968"/> <u who="nm0968" trans="pause"> and now write <pause dur="0.2"/> even faster <pause dur="4.2"/> write so fast it hurts your wrist </u><pause dur="12.0"/> <u who="nm0968" trans="pause"> stop stop <pause dur="3.4"/> # well done <pause dur="2.8"/> you can waggle your wrists around if you like i'm sure <pause dur="0.8"/> i'm sure that's the most exercise those wrists of yours have had since last night <pause dur="1.9"/><vocal desc="laughter" iterated="y" n="ss" dur="2"/> # <pause dur="1.2"/> just put that thing to one side <pause dur="1.5"/><vocal desc="laughter" iterated="y" n="ss" dur="1"/> and don't think about it any more <pause dur="3.1"/> now you might sort # <pause dur="0.4"/> you might have actually seen there that you were in fact

writing <pause dur="0.3"/> and i'm proud of you <pause dur="3.4"/> come back row <pause dur="0.2"/> row one <pause dur="0.4"/> row one <pause dur="1.9"/> row one you can read this to each other after <pause dur="2.3"/> now <pause dur="1.0"/> <trunc>i</trunc> it is very hard the first time but listen to me you were in fact writing weren't you <pause dur="2.3"/> now <pause dur="0.2"/> it's just a first go <pause dur="0.7"/> it's just a first draft <pause dur="0.9"/> now don't be hard upon yourselves please <pause dur="0.4"/> # you #<pause dur="0.3"/> might do that <pause dur="0.7"/> every day please <pause dur="1.0"/> from now until you graduate <pause dur="0.9"/> doesn't take much time get a friend to give you the phrase <pause dur="3.1"/> don't forget <pause dur="0.7"/> that what you've produced there is just a draft # notes towards an essay <pause dur="0.4"/> notes towards a technical report notes towards an article quite often look the same <pause dur="1.0"/> they're haphazard <pause dur="0.6"/> they're disconnected <pause dur="0.4"/> they're dazed <pause dur="0.7"/> # it's just a first draft <pause dur="0.6"/> that's all it is <pause dur="1.4"/> # the trouble is and the big problem is is that i have now read final <pause dur="0.2"/> final reports <pause dur="0.9"/> by first years <pause dur="0.4"/> and essays by first year computing scientists <pause dur="0.8"/> which have the same <pause dur="0.2"/> dazed air <pause dur="0.2"/> about their language and construction <pause dur="2.0"/> they are reports with haphazard and unconnected sentences <pause dur="0.3"/>

they're unplanned ideas they have manic grammar <pause dur="2.0"/> the process of writing for science is a move from confusion <pause dur="0.8"/> and disorganization towards clarity and construction <pause dur="1.0"/> you learn these processes through the practice of writing <pause dur="1.2"/> and that includes reading <pause dur="1.4"/> # reading good science will teach you how to write good science <pause dur="2.1"/><kinesic desc="indicates transparency" iterated="n"/> O-H-P <pause dur="2.0"/> my advice to you <pause dur="0.9"/> or to any of you <pause dur="0.3"/> who doubt you can write effectively <pause dur="0.5"/> is this <pause dur="0.8"/> what you need for adequate science writing is logic <pause dur="0.6"/> precision <pause dur="0.6"/> and the ability to marshal facts <pause dur="0.7"/> exactly the characteristics you'll need in your future profession <pause dur="1.0"/> anything over and above that <pause dur="0.5"/> the choice of words <pause dur="0.2"/> that is usually called style <pause dur="0.7"/> will lift your writing from the <pause dur="0.4"/> adequate <pause dur="0.9"/> to the polished <pause dur="0.9"/> now this course <pause dur="0.6"/> is designed to help <pause dur="1.1"/> now on your first set of reading <pause dur="0.3"/> # sorry your first set of reading <pause dur="0.8"/> is on your handouts <pause dur="0.7"/> i'd like you to read this material <pause dur="0.3"/> before your first seminar <pause dur="1.7"/> it includes an analysis of Stephen Hawking's <pause dur="0.2"/> style <pause dur="0.4"/> in A Brief

History of Time <pause dur="0.5"/> an excerpt from an essay by George Orwell <pause dur="0.2"/> the author of Nineteen-Eighty-Four <pause dur="1.3"/> there is also a stanza <pause dur="0.2"/> of a poem <pause dur="0.5"/> by the poet John Keats <pause dur="2.7"/> a stanza in a poem if you don't <trunc>w</trunc> know what that is it's like a paragraph in a <pause dur="0.3"/> in # <pause dur="0.2"/> a piece of prose <pause dur="1.6"/> prose is what we all do by the way <pause dur="0.2"/> prose is what we write <pause dur="1.3"/> and now this course is structured so that you receive a general and i trust controversial and hopefully uplifting lecture <pause dur="0.4"/> # on four Mondays before Christmas <pause dur="0.5"/> # this is followed by short seminars with either myself <pause dur="0.4"/> Dave Peggs or Maureen Freely <pause dur="0.2"/> and if you don't know who we are <pause dur="0.3"/> the details about us are on your board <pause dur="0.4"/> by the bridge to Physics <pause dur="1.0"/> the seminar groups rooms and times are on that board too <pause dur="0.9"/> there have been some room changes since term began so please go and recheck that information <pause dur="0.3"/> you wouldn't want to miss it would you <pause dur="1.1"/> # <pause dur="0.2"/> please sign up for a seminar if you haven't done already <pause dur="0.2"/> most of you have well done <pause dur="1.6"/> now <pause dur="0.2"/> these seminars are designed to explore the issues

we've raised at lectures and set you going with the writing games <pause dur="3.0"/> assessment </u><gap reason="break in recording" extent="uncertain"/> <u who="nm0968" trans="pause"> now the lectures seminars and the writing games are all targeted towards three forms of assessment for this course <pause dur="0.9"/> it's a core course don't forget <pause dur="0.3"/> so you have to do it <pause dur="1.9"/> you have to write an essay of fifteen-hundred words <pause dur="0.9"/> we'll be giving out <pause dur="0.2"/> sample essay questions and titles <pause dur="0.2"/> and i'll be covering the essay next week <pause dur="1.1"/> an article for a popular science magazine of a thousand words <pause dur="0.8"/> and an excerpt from an I-T technical manual <pause dur="0.2"/> of one-thousand words <pause dur="0.3"/> now the technical manual by the way can be completely hypothetical <pause dur="0.3"/> completely fictitious <pause dur="0.4"/> it simply must follow the rules of the genre <pause dur="0.8"/> the rules of the game <pause dur="0.2"/> for <trunc>tech</trunc> writing technical manuals <pause dur="1.0"/> but we'll talk about all these things in other in other lectures <pause dur="1.2"/> we'd like the first piece of work <pause dur="0.5"/> in <pause dur="0.4"/> for marking <pause dur="1.0"/> by the Friday <pause dur="1.1"/> of week eleven <pause dur="1.6"/> that's in term two <pause dur="0.4"/> the Friday of week eleven in term two <pause dur="3.7"/>

best write that down although we'll we'll be repeating it at every lecture <pause dur="3.5"/> and the rest of the work we'd like in by the Friday <pause dur="0.4"/> of week seventeen of term two <pause dur="1.4"/> # <pause dur="0.4"/> the assignments can be delivered in any order <pause dur="2.0"/> now be sure to consult your own tutors <pause dur="0.7"/> here <pause dur="0.4"/> as well as the writing programme staff <pause dur="2.4"/> don't forget to visit us <pause dur="0.4"/> you'll find details of the staff and their rooms for the writing programme on your handouts <pause dur="0.8"/> and # <pause dur="0.6"/> if you go walking along that English department corridor you might bump into Germaine Greer at the moment <pause dur="0.7"/> she's hanging around <pause dur="0.4"/> working for us <pause dur="0.2"/> now <pause dur="0.3"/> the best book for this entire course i have read a few i can tell you <pause dur="0.5"/> but but the best book for this entire course is this <pause dur="9.8"/><kinesic desc="puts on transparency" iterated="n"/> it's Writing for Science <pause dur="0.9"/> by Heather Silyn-Roberts published by Macmillan <pause dur="1.9"/> it should have been in your # <pause dur="0.2"/> core material that you got at the beginning of term <pause dur="0.5"/> but there it is again just in case <pause dur="3.2"/> now before your next seminar what i'd like you to do is

read your handout <pause dur="0.5"/> # the handout # <pause dur="0.3"/> includes the the the Orwell excerpts and also includes the analysis of <trunc>h</trunc> Stephen Hawking's style <pause dur="0.6"/> # but let's read that Orwell excerpt right now <pause dur="0.5"/> it's from <pause dur="0.5"/> his nineteen-forty-six essay Politics and the English Language <pause dur="4.3"/> and he's writing about how modern <trunc>en</trunc> modern English is spoken in nineteen-forty-six it's just after the war don't forget <pause dur="1.0"/> <reading>now that i have made this catalogue of swindles and perversions <pause dur="0.4"/> let me give another example of the kind of writing that they lead to <pause dur="0.7"/> this time it must of its nature be an imaginary one</reading> <pause dur="1.0"/> creative in fact <pause dur="0.3"/> a creative one <pause dur="0.9"/> <reading>i am going to translate a passage of good English into modern English of the worst sort <pause dur="0.8"/> here is a well known verse from Ecclesiastes <pause dur="1.0"/> i returned and saw under the sun that the race is not to the swift nor the battle to the strong <pause dur="0.4"/> and neither

yet bread to the wise nor yet riches to men of understanding <pause dur="0.4"/> nor yet favour to men of skill <pause dur="0.5"/> but time and chance happeneth to them all <pause dur="1.0"/> here it is in modern English <pause dur="0.9"/> objective considerations <pause dur="0.3"/> of contemporary phenomena <pause dur="0.3"/> compels the conclusion that success or failure in competitive activities <pause dur="0.4"/> exhibits no tendency to be commensurate with innate capacity <pause dur="0.6"/> but that a considerable element of the unpredictable <pause dur="0.4"/> must invariably be taken into account</reading> <pause dur="3.3"/> now i think George Orwell had a strong point for nineteen-forty-six but i think that text protesteth too much for nineteen-ninety-eight <pause dur="0.8"/> the truth is that we all have to talk in many tongues and we need to <pause dur="0.2"/> there are many professions <pause dur="1.1"/> the language of science itself <pause dur="0.3"/> is an international tongue it's like a foreign language <pause dur="0.3"/> to most people <pause dur="1.9"/> the trick is to speak <pause dur="0.2"/> or write in more than one language <pause dur="0.8"/> and for language <pause dur="0.5"/> read genres <pause dur="0.5"/> types of writing <pause dur="1.7"/> the categories of writing <pause dur="0.5"/>

whether mathematical <pause dur="0.2"/> like calculus or literary <pause dur="0.5"/> or a novel or a screenplay <pause dur="0.3"/> types of writing genres <pause dur="0.9"/> i would argue <pause dur="1.5"/> and it's not just me <pause dur="0.5"/> i would argue <pause dur="1.1"/> that <pause dur="0.3"/> we can do calculus and write as well as Martin Amis <pause dur="0.8"/> i would argue we could all write a screenplay of Vanity Fair <pause dur="0.7"/> and do a technical report on Napier string simulators <pause dur="1.4"/> on your handouts you'll find some poetic <pause dur="0.5"/> active language <pause dur="0.4"/> from John Keats <pause dur="0.8"/> it's from Keats's Ode to Autumn </u><gap reason="break in recording" extent="uncertain"/> <u who="nm0968" trans="pause"> what i'd like you to do all today <pause dur="2.9"/> is <pause dur="1.3"/> turn that <pause dur="0.4"/> poem <pause dur="0.5"/> turn that piece of writing <pause dur="3.6"/> into a piece of science <pause dur="1.8"/> i'd like you to <pause dur="0.4"/> actually translate that piece of poetry <pause dur="1.0"/> translate that passage into one <pause dur="0.2"/> paragraph of science <pause dur="0.4"/> either a technical report version <pause dur="0.2"/> of that section <pause dur="0.4"/> or a faked up computer code <pause dur="1.2"/> translate it into your <pause dur="0.3"/> tongue <pause dur="1.2"/> now <pause dur="0.2"/> you can be as free with it as you like be as disrespectful to that piece of writing as you like <pause dur="1.3"/> but i'd like you to translate it into the language of a technical report or

maybe even a computer code <pause dur="1.1"/> and bring it to the seminar <pause dur="0.8"/> try to communicate the sense of the poem to a scientific audience <pause dur="0.3"/> and don't forget the various tricks of science writing <pause dur="0.4"/> which are on your handouts by the way <pause dur="0.5"/> but i'll just # run it past you <pause dur="0.4"/> in a very simple way <pause dur="1.1"/> you have # <pause dur="0.3"/> up on your handouts a complete analysis <trunc>h</trunc> of how you turn <pause dur="0.6"/> # <pause dur="0.2"/> active verbs into passive verbs you can read that in your own time but i'll just run this past you <pause dur="9.7"/><kinesic desc="changes transparency" iterated="y" dur="6"/><vocal desc="clears throat" iterated="n"/><pause dur="3.3"/> you see it's actually quite useful to know these terms <pause dur="0.2"/> despite the fact that you may have thought that you left them behind at school <pause dur="0.6"/> active and passive <pause dur="0.2"/> active and passive <pause dur="0.4"/> very simply here <pause dur="0.2"/> an active tense <pause dur="0.2"/> phrase <pause dur="0.7"/> <reading>i placed <pause dur="0.4"/> the transparency on the overhead projector</reading> <pause dur="0.4"/> could be translated scientifically as <pause dur="0.3"/> <reading>the transparency was placed on the overhead projector</reading> <pause dur="0.3"/>

you just turn the words around and you <pause dur="0.3"/> change the verb the doing word around <pause dur="0.5"/> the transparency was placed on the overhead projector <pause dur="0.4"/> but believe you me you can actually go way over the top on this sort of translation i can do an <trunc>ex</trunc> an example <pause dur="9.7"/><kinesic desc="changes transparency" iterated="y" dur="3"/> you could have <pause dur="0.2"/> the active <pause dur="0.2"/> tense of a phrase such as <pause dur="0.4"/> <reading>we measured the frequency every day</reading> <pause dur="1.1"/> nice rhythm <pause dur="1.2"/> the passive tense <pause dur="1.0"/> taking yourself <pause dur="0.2"/> out of this experiment taking the i <pause dur="0.4"/> or the we out of it <pause dur="0.4"/> <reading>the frequency was measured <pause dur="0.3"/> daily</reading> <pause dur="0.2"/> that's fine <pause dur="0.2"/> that's acceptable <pause dur="1.8"/> but sometimes you go a bit too far in trying to distance yourself from your experiment and you end up saying something like <pause dur="0.3"/> <reading>daily measurement of the frequency was carried out</reading> <pause dur="0.8"/> too many words <pause dur="0.3"/> too many words too many laws at work there <pause dur="0.3"/> there's no need to go over the top <pause dur="2.0"/> so when you're translating this piece of Keats <pause dur="0.6"/> use the passive tense <pause dur="1.1"/> get

rid of <pause dur="0.2"/> the i <pause dur="0.2"/> and the we in it <pause dur="0.8"/> and just turn it into a paragraph of scientific prose <pause dur="1.1"/> now the final part of this lecture is about your <pause dur="0.8"/> confusion not about your moral confusion just about your confusion <pause dur="0.7"/> your confusion and how to resolve it <pause dur="0.9"/> you are often told by your tutors to write up an experiment or an investigation <pause dur="0.7"/> # you'll be asked at those moments to collate or bring together <pause dur="0.6"/> material from experiments from research <pause dur="0.4"/> and from textbooks <pause dur="0.2"/> and from lectures <pause dur="1.5"/> now <pause dur="0.3"/> what happens to many scientists and engineers <pause dur="0.6"/> faced up with writing a technical report <pause dur="0.5"/> is that they get overwhelmed <pause dur="0.4"/> by the sheer size and variety of the materials they have to bring together <pause dur="1.4"/> now <pause dur="0.6"/> this overwhelming is terribly terribly important <pause dur="0.6"/> it will be helpful as first years now <pause dur="0.6"/> if you can recognize <pause dur="0.3"/> recognize <pause dur="0.4"/> the psychological symptoms <pause dur="0.7"/> of being overwhelmed <pause dur="1.9"/> it's a good idea if you recognize it now <pause dur="0.7"/> before you experience it too much in your studies <pause dur="1.8"/> so we're going to close this

lecture <pause dur="0.8"/> by replicating that experience <pause dur="1.8"/> but <pause dur="0.2"/> before we do <pause dur="0.7"/> let me tell you how to avoid <pause dur="0.2"/> that feeling <pause dur="0.8"/> from today <pause dur="0.6"/> and right through <pause dur="0.3"/> to graduation <pause dur="0.6"/> and beyond <pause dur="0.7"/> you should keep a log<pause dur="0.3"/>book <pause dur="0.2"/> of learning <pause dur="11.2"/><kinesic desc="changes transparency" iterated="y" dur="3"/> a logbook <pause dur="1.2"/> this is on your this is <trunc>i</trunc> in your handout <pause dur="0.6"/> i want you to make the stationers shop <pause dur="0.2"/> Lazer Lizard <pause dur="0.3"/> whatever it's called <pause dur="0.3"/> very very happy today <pause dur="1.1"/> by each of you going there <pause dur="0.6"/> and buying a fresh notebook <pause dur="0.8"/> just a notebook okay <pause dur="0.7"/> buy one or steal one <pause dur="2.7"/><vocal desc="laughter" iterated="y" n="ss" dur="2"/> start the logbook this afternoon by recording your impressions about your lectures and seminars including this one <pause dur="1.1"/> i won't read it <pause dur="1.8"/> okay <pause dur="0.3"/> you'll read it <pause dur="1.3"/> so you can be # whatever you <trunc>l</trunc> you like about it <pause dur="0.4"/> but i want you to start this afternoon <pause dur="0.7"/> write down what you've learned and what you think about it <pause dur="1.1"/> what you think about what you've learned <pause dur="1.2"/> maintain the logbook every two days <pause dur="0.4"/> and just write in it for ten minutes each time <pause dur="1.0"/> use it as an additional memory space <pause dur="0.8"/> record in it your

reactions to what you learn <pause dur="0.4"/> your intellectual responses <pause dur="0.5"/> even your emotional responses <pause dur="1.3"/> what you'll be creating <pause dur="0.4"/> is a log of your own <pause dur="0.5"/> intellectual development <pause dur="1.5"/> you will find this logbook will become in the end at first it'll be hard work and then it'll become <pause dur="0.3"/> an essential part of your life <pause dur="1.0"/> it will save you an awful lot of time and stress <pause dur="0.9"/> an awful lot <pause dur="0.6"/> you won't believe it at the beginning but it will because it'll become a source book <pause dur="0.6"/> of ideas when you write up <pause dur="0.5"/> it becomes this additional <pause dur="0.2"/> memory <pause dur="0.7"/> containing much of the material you need to avoid being overwhelmed <pause dur="0.8"/> when you come to the size and the variety of materials that you need to bring together <pause dur="0.5"/> collate and understand <pause dur="0.4"/> by the way keeping a logbook is just a trick <pause dur="0.6"/> it's a strategy <pause dur="0.5"/> it's borrowed from poets and from novelists i do this <pause dur="0.5"/> i do this for my science i do this for my own poetry <pause dur="0.6"/> it's just a trick <pause dur="1.0"/> and it's a very good trick 'cause it's like a lifetime strategy <pause dur="1.3"/> you refer to it you go back

to it <pause dur="0.4"/> and it usually contains the information that you need <pause dur="0.4"/> to go for the central idea <pause dur="0.2"/> behind one piece of work <pause dur="1.0"/> now <pause dur="0.4"/> i wanted to # replicate overwhelming <pause dur="0.2"/> and i shall do <pause dur="1.0"/> what does it feel like <pause dur="2.4"/> well <pause dur="0.4"/> it's a feeling of distraction <pause dur="1.1"/> it's a feeling of helplessness before the written word <pause dur="0.5"/> and often turns into <pause dur="0.2"/> # <pause dur="0.5"/> a mistaken belief by yourselves that in fact it's a condition of hatred <pause dur="0.9"/> mixed with fear <pause dur="0.5"/> of the written word <pause dur="0.7"/> writing <pause dur="0.9"/> it feels like ignorance <pause dur="0.8"/> but it is not ignorance <pause dur="0.9"/> it feels like this <pause dur="1.8"/> please pick up your pens again </u><gap reason="break in recording" extent="uncertain"/> <u who="nm0968" trans="pause"> i will say a phrase and you'll write it down <pause dur="0.8"/> and then you will continue writing for two minutes there are two rules <pause dur="0.4"/> you must not stop writing <pause dur="0.9"/> if you get stuck you write i'm stuck i'm stuck i'm stuck i'm stuck <pause dur="1.0"/> but it wouldn't be very honest would it <pause dur="0.3"/> if you had a whole page of i'm stuck i'm stuck i'm stuck <pause dur="2.3"/> the other rule is you must not think <pause dur="3.5"/> your pens must not stop moving you just keep writing <pause dur="0.2"/> producing words not squiggles <pause dur="1.5"/> words <pause dur="1.8"/> you aren't self-expressing

you aren't producing a work of art <pause dur="0.5"/> you won't # be asked to read this out <pause dur="0.4"/> you shouldn't show it to anybody <pause dur="3.0"/> the difference between this session of writing and the last one is <pause dur="0.4"/> i'm going to try to distract you like crazy <pause dur="2.6"/><vocal desc="laughter" iterated="y" n="ss" dur="2"/> i will attempt to overwhelm you <pause dur="1.1"/> from this simple task <pause dur="0.3"/> of writing <pause dur="1.4"/> i'll be using music to do it <pause dur="2.3"/><vocal desc="laughter" iterated="y" n="ss" dur="2"/> your job <pause dur="0.8"/> your job <pause dur="0.2"/> is to try to survive this writing game <pause dur="1.0"/> by continuing to write <pause dur="1.4"/> without stopping writing and without thinking that's your job <pause dur="0.6"/> to survive <pause dur="0.3"/> this writing game survive two minutes <pause dur="0.3"/> just keep writing against the grain <pause dur="0.3"/> without thinking and without stopping writing <pause dur="1.4"/> and i promise you <pause dur="2.1"/> the sensations that you'll feel <pause dur="0.5"/> during the next two minutes <pause dur="1.7"/> that feeling of overwhelming <pause dur="1.1"/> that is the feeling that can be avoided <pause dur="0.8"/> if you don't <pause dur="0.2"/> sorry that's the feeling that you can actually <pause dur="1.1"/> <unclear>just have to get this</unclear> right <pause dur="1.1"/> that's what it will feel like if you don't acquire the tools <pause dur="0.3"/> to write essays and technical reports <pause dur="0.4"/>

articles <pause dur="0.3"/> poems <pause dur="0.2"/> and novels <pause dur="0.3"/> that is what it will feel like if you don't acquire the tools now <pause dur="1.0"/> you'll be overwhelmed <pause dur="2.3"/> when you're faced with information overload <pause dur="0.3"/> faced with it the first time the second time the third time it never gets any better it just gets worse <pause dur="0.5"/> this feeling that you're about about to experience now is how it actually feels <pause dur="1.2"/> and worse still is when you're faced with the additional terror <pause dur="0.4"/> of a deadline <pause dur="1.8"/> now please pick up your pens <pause dur="0.8"/> i will say a phrase <pause dur="0.7"/> you'll write it down <pause dur="0.5"/> and you'll continue writing for two minutes don't forget your job is to survive me here <pause dur="1.9"/><vocal desc="laughter" iterated="y" n="ss" dur="1"/> all right good luck <pause dur="5.7"/><vocal desc="sigh" iterated="n"/><pause dur="0.8"/> the phrase is <pause dur="6.2"/> i walked up to the

window <pause dur="3.7"/> and <pause dur="2.1"/> i walked up to the window <pause dur="0.7"/> and <pause dur="1.9"/> right go </u><pause dur="44.3"/><event desc="write" iterated="y" n="ss" dur="2:05"/> <event desc="accelerating beeps played" iterated="y" dur="12" n="nm0968"/><event desc="starts audio" iterated="n" n="nm0968"/><event desc="music plays" iterated="y" dur="50"/> <u who="nm0968" trans="pause"> please write faster </u><pause dur="14.6"/><event desc="stops audio" iterated="n" n="nm0968"/><event desc="starts audio" iterated="n" n="nm0968"/><event desc="music plays" iterated="y" dur="49"/> <u who="nm0968" trans="pause"> now write faster </u><pause dur="22.7"/><event desc="turns off lights" iterated="n" n="nm0968"/> <u who="nm0968" trans="pause"> please write faster </u><pause dur="25.9"/><event desc="turns on lights" iterated="n" n="nm0968"/><event desc="stops audio" iterated="n" n="nm0968"/><event desc="starts audio" iterated="n" n="nm0968"/><event desc="music plays" iterated="y" dur="19"/> <u who="nm0968" trans="pause"> now write so it hurts <pause dur="1.7"/> write fast <pause dur="0.2"/> so it hurts your wrist <pause dur="0.4"/> don't stop <pause dur="8.9"/><event desc="stops audio" iterated="n"/> stop <pause dur="5.0"/> don't show it to anybody keep it to yourself put it into your logbook <pause dur="4.3"/> that's it <pause dur="1.2"/> take this experience away to your seminars <pause dur="0.3"/> think about what you've learned <pause dur="0.4"/> look at your handouts <pause dur="0.4"/> and we'll see you at the seminars <pause dur="0.3"/> good luck