I have read 13 books so far this year. Many of them have contained at least one mistake, and a few of them have been so riddled with mistakes I couldn’t help wondering whether the publishing company had even heard of the concept of proofreading. I’m not even talking about just typos. Typos are annoying, and they should be picked up before a book goes to print, but even proof-readers are human and I can understand why the odd one slips through here and there. I’m talking about huge, glaring mistakes that spoil my enjoyment of a book because they don’t make sense.
I read a book once where the names of all the characters changed for one chapter in the middle of a book! That was highly confusing, but as an adult I worked out that the writer had changed the character names part way through writing, and forgotten to alter them in one chapter. Imagine what a child would have thought in a similar situation.
I read another book that contained the sentence: “Things are haveing (sic) to have a lot worse get before they better.” Ok, so I worked out what it meant – that’s beside the point. Coming across a sentence like this throws me out of the story and makes it harder to engage with the characters.
When there are errors like these every 2 to 3 pages, I feel like giving up and hurling the book across the floor. I love reading, so if errors in books make me want to give up, I imagine the temptation would be 100 times greater for a child who is already reluctant to read. Is it any wonder then if they don’t bother?
So far I have looked at libraries and the quality of books as reasons why children might not read. Tomorrow I’ll look at the last reason I have thought of. Do you have thoughts on why children don’t read more? I’d love to hear about it in the comments below.
Recently I signed up to a blogging challenge and one of the suggestions was to write a blog post about a typical day. That sounds all well and good…..except that I don’t have a typical working day!
Often I have work booked in in advance, which is great. On those days I get ready for work and I go. Other days I wait to see if the phone rings. Most days it does and off I go to work. Other days it doesn’t and then I work from home.
But, whether the phone rings at the last minute, or the day is booked in advance, the work I do when I get there is the same though – right? Er…no! I teach across a whole range of ages, and teach every subject on the primary curriculum as well as specialising in languages. One day I could be playing dolls houses and making chocolate crispie cakes in Nursery; the next teaching French to graduates at a local university. The day after that could be a 1960s themed day with Year 6, followed by a day split between Years 1 and 2 doing some Latin. The week could end with a day teaching deaf children.
On those days when I work from home the days are still varied. I maintain my own website and this blog, and also have responsibility for my husband’s website and blog for his tour guiding business. There are always emails that need answering and I sometimes proofread my husband’s translation work for him. I’m part of Team 100WC so I make sure I find time to read the children’s writing and leave comments for them.
I also take my CPD seriously, so a work from home day will include doing my homework for my British Sign Language level 3 course and reading and research for a level 3 course in Dyslexia Awareness, Support and Screening.
Four evenings a week and Saturday mornings I do private tuition for children aged 6-12, but again every lesson is different. Some of the children I work with need help with just maths, some just English and some both. Some have dyslexia and need a different sort of help, and some find the work they do at school easy and need stretching. As if that wasn’t enough variety, I am planning to branch out into 11+ tuition, and language teaching for businesses as well.
So – thanks very much to Nikki Pilkington for the suggestion in her 30 Day Blogging Challenge, but I’m afraid this is about as typical as it gets!