The German writer Gotthold Ephraim Lessing once stated, “Schreibe so wie Du redest, so schreibst Du schön,” (Write the way you talk, and you will write well) and there is a lot of truth to it. But now I have discovered a more innovative way to improve my writing, a more universal way to write creatively in this day and internet age.

Like most good finds I stumbled on it by accident and sheer teenage revolt. My son and I were on our way to the supermarket one day, and I happened to take some photos of autumn trees in full color. He had to question why I took pictures of such boring objects (in not so many words), and closed his question about whether I intended to put them on my blog by stating, “Mom, nobody is looking at this anyway.” My initial thought was disappointment, though not in him. His statement inflicted self-doubt.

After a few days of bouncing his observation around in my head, I came to this enlightening conclusion. If nobody wants to see these photos nor read my writing, what is holding me back? It was a true Geistesblitz (flash of inspiration) and from then on, my writing seemed to flow naturally. I would focus more on my writing versus the readers’ reactions. I felt like there was nothing to lose, which was a true liberation.

Additionally, I also associated this experience with the adage:

Work like you don’t need the money.

Dance like nobody is watching.

… and here comes my claim:

Write like nobody is reading it.

There is nothing better than constructive criticism, but at times even teenage perception will bring forth something positive.

Of course, my son had to object when I told him I would write about this. I had to promise to let him edit. If you are able to read these lines, you know I probably didn’t.

I have learned a valuable lesson. Write like nobody (not even your children) is reading it. This will avoid their censorship and your self-doubt.

This writing advice is only intended for bloggers, not for students. Students should follow their teachers’ instructions.

At last night’s dinner table our conversation turned to how speaking and writing are related. My husband and I disagreed on most points which made for a engaging conversation. As a teacher of English as a Second Language (ESL) I believe the student’s writing is a mirror reflection of his speaking skills. If he lacks the tools (e.g., grammar and vocab), then his speaking is limited; therefore his expressions in writing will be similarly limited.

My husband, a teacher of English literature, on the other hand knows students who can express themselves very clearly in the classroom, but don’t produce much of anything in writing.

We came to realize that we were talking about two different scenarios – a person’s individual ability to express oneself and what tools (grammar versus writing techniques) are being used.

Let me explore the case of the foreign language learner first. Most students and parents shy away from the term grammar as if it implies boredom and exercises done silently. Most parents want their children to improve writing right away as if they had the tools by having done five grammar books in self study. The student might have learned about modal verbs, conjunctions, the subjunctive, tenses, etc., but without proper guidance will not always be able to apply it – whether in spoken or written form.

If I can get the student to speak clearly, then I can get him to write it down the same way.
Example: Teacher (T), Student (S)

T: What did you do yesterday?
S: I go swimming.

T: I asked about yesterday, not today or tomorrow.
S: I go swimming yesterday.

T: You want to say: I went swimming.
Was it fun?
S: No.

T: Why did you go swimming then?
S: My mother ask to me.

Now if the student used everything he had learned in the ESL classroom and/or from the self study books, he could express it as such. But without knowledge of tenses, usage of conjunctions and correct prepositions – among many other grammar tools – the speaking is reduced to that of a three-year-old.

The following sample is what it should be:

“I went swimming yesterday afternoon, because my mother asked me to take my younger brother to the pool. I would have rather stayed home, because I am not an outdoor person.”

And if the student could speak like this, he could also use it in writing. But only if the student has the desire to express himself. I know people who are not apt at speaking, no matter what language. Communication will be held to a minimum, which stifles the flow in any conversation.

For English literature on the other hand, in a classroom for native speakers or foreign speakers having reached that level (e.g., at international schools), we observe quite a different way of learning and teaching. In English literature the tools are called writing techniques, styles, author’s tone, reading comprehension, interpretation, etc.

The literature student might be a good speaker in the classroom, but his written output may lack clarity and style. The opposite might be true as well that the student is shy in public speaking but outperforms himself in writing. English literature is not only method learning, but it also has a very personal focus. It is an art subject and needs creativity and tools for writing.

Gotthold Ephraim Lessing once said: “Schreibe so wie Du redest. Dann schreibst Du schön.” (Write the way you speak. Then your writing will be good.)
We need to learn to speak well first, then good writing may follow with the help of the right tools.