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It was the brilliance of Oscar Wilde who noted, “To define it to limit.” As a scholar who has studied English over the course of the last four years, it is this notion, especially in it’s application to teaching the subject, that most interests me; that is the beautiful paradox of a written word which we utilize to ascribe, categorize, and otherwise place limitations on the things that surround us in our subjective reality, while at the same time those same words are used to create, and expand the world as we know it around us. A brief analysis of this issue, in combination of other points of interests, such as what I can only describe as the diction shift, in addition to my theory of writing as the evolution of the thought processes highlights why I would be most interested in teaching the English language at any level.

Take if you will Physics, Psychology, Engineering,, Mathematics, Philosophy, or any other field, area of concentration, or conceptualization, especially in its relationship with the aforementioned proposal regarding writing. All of these subjects in themselves are without question admirable in their own respects, but without English, or language of any other kind, these, and all other subjects would be reduced to virtually nothing without the ability to communicate them clearly and efficiently. Moreover, in this capacity, a psychologist can leverage the vocabulary or lexicon of an individual to make an assessment of their IQ, because it is such an effective indicator to formulate, express, and exchange ideas, which leads to the topic of the diction shift.

Another issue that has been particularly fascinating to me, is the fact how, to the collegiate student progresses further through their academic career, the more their level of diction migrates from a more informal, or perhaps even vulgate level of diction, to a more formal level; we replace commonplace words such as basic or basically, with essentially or, on a rudimentary level, just as economic slowly migrates towards monetary and later pecuniary in order to meet the high standard or precedents of meeting academic level rhetoric. As observable as this truth may be, the fact remains, that the writer or individual concerned with English has to possess the capacity to oscillate and shift up and down this spectrum to meet an audience that typically reads at a twelfth grade level as is evident in such cases as newspaper or popular novels writing to meet this level, all of which point to my belief that writing, on the most fundamental level, is the evolution of the thought processes.

Before a student even enters an introductory writing course, they for the most part are usually painstakingly aware that writing, like evolution, is a four-step process consisting of prewriting, writing, editing, revision, and in some cases publication. Through this process, not only are we able to organize our thoughts but, in this way, even the most prolifically written piece of work or masterpiece could be revised and made better. Furthermore, if you highlight this issue, and integrate or synthesize elements of epistemology and Darwinism, it becomes more and more evident that this is the case, and those are just some of the reasons why I would be interested and very passionate about teaching or professing the English language at any level.

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