Usefulness of Writing

When students leave the classroom and enter the professional workplace, they often feel overwhelmed by the demands on them to write. Even though they have written assignments, term papers, and essay exams for years, they find that the writing they excelled in at school is not the writing that wins them accolades on the job.

As one Spanish Translator suggested, school writing tends to focus on learning how to expand ideas and words and rewards fulfilling specific assignments. Thus clarity and accuracy may not be valued so highly as citing sources correctly or using what students term as “flowery” words. Furthermore, school writing usually prescribes a particular subject, scope, length, method, and essay format.  Audience considerations, beyond worrying  about what the professor likes or wants, are never in doubt, since students ought to know that their professors already know more about their topics than they do.  Although students may or may not be engaged in their writing projects but nevertheless believe that anything they produce is important, their  writing is actually useful only for securing a grade or determining a grade.   It cannot be reused or repurposed on most campuses without compromising academic integrity.   It does not provide content that the reader needs.  Instead, It shows what the writer knows—or disguises what he does not know.

In contrast, a French translator in New York believes says that professional writing comes with the job.  It has utility:  it serves uses that are indispensable in today’s world.   It may provide directions, preserve history, attempt a sale, lay out common understandings and procedures, or become a legal document.  It may be used many times and in many ways.  It is the property of the employer, who may alter it or use it as written.

Instead of focusing on what the writer wants to say, it requires the writer to assess the audience to determine who that audience—or multiple audiences—might be, what the audience needs and wants, how much that audience already knows about the subject, what level of language to use, and how to present the information in a format that is psychologically appealing.  And it requires logical organization, clear expression, accuracy in all details, and correct grammar, punctuation, and sentence structure.  As if this were not enough, the writing must also be so clear that every reader understands it in the same way and so concise that the readers do not waste their time plowing through unnecessary words or confusing sentences.   It must be clear, concise, direct—and easy to use.  It is determined not by the writer’s preferences but by the reader’s needs and expectations.

Social Studies: An Easy But Important Subject For Language Translation Students

The subject of social studies is generally viewed as simple by school students and particularly those in foreign language studies programs. One reason why college students, such as Amy Hedrick’s, a Houston Spanish Translation Services intern views this as a simple subject is that it concentrates on subjects and activities that encompass in our standard existence, and on which we have established thoughts.  As an example, we have organized our personal opinions about people-our wealth, our troubles and our values. However, it is really an over simplification of this subject area. Knowing the intricacies of human beings is not simple. The recently constructed social science textbooks for language translation college students are probably the most remarkable effort of its type. They aim to address the issues encountered by social science instruction.

Social sciences in colleges are in an unfavorable position. Robert Davis of Chicago French Translation Services argues that “On one side, they’re expected to shoulder the bulk of the normative objectives from education.” Thus they are expected to teach everything-from a commitment to keeping the streets litter free to the internalization of a pluralist vision of the state. However, on the flip side, they are treated as stepsisters of science. Science is viewed as a solid grounding for a rewarding profession, while social sciences are deemed soft. It sets the social sciences at the middle of a struggle involving the purpose and interpretation of education-is schooling no more than getting employment or is it for turning into a better man or woman?

Teachers have generally had a wide vision of the goal of instruction. According to one university professor and a Washington D.C. Portuguese Translation worker, “Most policy paperwork has stressed a cultural role for the social sciences, in addition to the mundaneness of professional knowledge.” Social sciences are, of course, one of the most practical, involving issues that everybody takes part in, and best learned by doing instead of reading. There is a general opinion about the fact that the downfall of the social sciences can only spell peril for the value of public life in our country.