How To Write Ineffectively, Part II of III

How To Write Ineffectively, Part II of III
By Monette Benoit, All Rights Reserved.

“There’s A Lot Going On In The Circus”, March 2012, included one sentence that has resulted in (many, many) private emails from students, court reporters, CART providers, and broadcast captioners.

I have been asked to elaborate. …

Part II: Is the problem not having the word translate correctly? That is fixable.

Is the problem being in over one’s head with a job that is too technical?

Knowing when to ask for backup and seeking help is essential here, too.

Have you ever written a test or a job where you thought the speaker(s) would never stop talking?

Have you endured and stayed in the chair while the words were “way” fast, too difficult?

Yet, when the event finished, the earth did not swallow you (I have prayed for this, CARTing to large screens).

Then upon review of your notes after realtiming (I know you want to realtime all your work), you discover that your work was better than you thought? That happens, too. Really.

Our dedication, training, and discipline to detail ensures we always seek 100 percent.

When we are less than 100 percent, what do we remember?

The words that did not tran or were problematic.

We all have written words wherein we were sure the individual was not speaking English.

(CARTing college Latin for an honors student, was easier than reporting individuals and expert witnesses who insisted they were speaking English. It happens in our field, right?)

Writing ineffectively might be failing to overcome patterns and areas that continue to expose our errors.

I am not suggesting that we change (all of) our writing, yet I am suggesting that we focus on precisely what is creating problems.

Writing every day and not progressing?

What is tranning correctly, and what is an error is, again, going to be very different for a student and reporter taking a 5-minute test and a court reporter, CART provider, or captioner, providing the verbatim, accurate record.

Do you know your software?

Are you trailing when you make the error?

Are you dropping multiple words?

Do you know your theory?

Can you fingerspell the word? (I cannot tell you how many individuals tell me they have never been able to do this and will never be able to accomplish fingerspelling.)

Learn to fingerspell words, know what is in your dictionary, fingerspell the dang word and get on to the next word. Really.

Do you have test anxiety? Anxiety contributes to errors.

Where did you excel on a test or on the job?

What enabled you to feel good, to sit taller, to know you were doing a great job? Focus on that, too.

Good writing – excellent writing is vital.

Analyze what is working for you and what needs improvement.

The “evidence” is right there in front of you. Truly.

Part I of III is posted May 3, 2012, on Monette’s Musings at and

Part III of III is posted May 25, 2012, on Monette’s Musings at and

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