Avoiding the over-use of correction fluids may not save a loss of face, but it should improve students' writing skills.

Saving face with Liquid Paper

To improve writing skills and streamline students' writing flow, I have banned the use of correction fluid in my writing classes, but will the experiment work?

As a teacher at Udon Thani Rajabhat University, I tend to have more than my fair share of writing classes. I have been amazed in these classes at the way in which Thai students of English rely on correction fluid when producing a writing assignment. From my experience, I am of the opinion that more time is being spent making the assignment ``beautiful'' than improving the content and style.

Students' preoccupation with making their work ``look pretty'' has two negative effects. First, it is time consuming; and second, the rhythm of the writing process is interrupted. It is much quicker to draw a neat line through the incorrect work and carry on writing. What tends to happen is that whole paragraphs and sometimes pages are corrected using Liquid Paper, or another brand of corrective pen. These pens are used by students to cover-up mistakes instead of asking for a new piece of paper. Getting a new piece of paper would imply that mistakes had been made, and create possible embarrassment or ``loss of face''.

Pretty papers, or good papers

If students were not afraid of losing face in front of their social group their writing skills would greatly improve. Students are forever stopping and starting by reaching for the correction fluid, while at the same time piling globs of white paint on their assignments. This correcting and ``beautifying'' of their papers continually interrupts the writing flow.

I am convinced that students believe that the first draft, second draft process is conducted to produce an assignment without a single blemish. The idea of improving the content of the writing is secondary or even tertiary in most students' minds. It should be the priority.

Teaching students to ask questions

The idea of not wanting to make a mistake in class is not only an academic concern, but reflects one of the difficulties of teaching. I have lost count of the times when I asked the class if there were any questions and I received nothing but blank looks. Only students that have been encouraged and trained to ask questions for clarification have a chance of truly excelling. This may go against some elements of Thai culture, but once these students leave university, they will be part of a competitive world and will need an inquiring mind to succeed.

In my regular classes, when I ask if there are any questions, this is treated as a standing joke. Everyone bursts out laughing. They know they have to ask questions and not wait to be asked.

To a certain extent, I can understand that students do not want to make mistakes; nobody wishes to look foolish, especially in front of an audience. I have a problem with spelling as I don't read books for pleasure. I only read for research purposes, so I tend to have difficulty with spelling. I admit this problem to my classes and even carry a spelling dictionary with me that I use openly in class.

This way, my students can see that I am in fact human. I do make mistakes and this is part of being human. Students must understand that they have to learn from their and others' mistakes so those same mistakes are not repeated. This is the only way they will have a chance of survival in their future careers.

The `paintless' semester

This semester I decided that my students will not be allowed to use correction fluid in class. This will be an experiment on my part, as I'm not sure what reaction I will receive from my students.

The students who I have not taught before will find this decision strange as it is something that they probably haven't come across before. They will probably think it is some idiosyncrasy that foreign teachers of English bring with them into the classroom.

Students who I have taught before will accept this after some discussion as these students are used to experimentation and changes in procedure that I try to bring to the classroom.

I do not believe that profits from the sell of correction fluids will plummet in Udon Thani because of my actions; however, I am of the opinion that the writing process will be smoother and will improve because of this decision. Only time will tell.

Steven Graham is an English language teacher at the Language Center, Udon Thani Rajabhat University in northeast Thailand. If there are any comments or areas for debate that you would like to discuss, you can contact Steve at shed_chelsea@hotmail.co.uk .