Task 3

Reflections and Analysis of my 5 minute story

Oral storytelling

In performing this voice-to-text-task, it is interesting to examine the difference between oral and written language patterns. Oral storytelling differs greatly from written storytelling. Oral storytelling begins with the story being told from memory, and is typically is unscripted as no oral story is told in the exact same way twice. An oral storyteller uses vocal expression and intonation in their voice to increase expression, and add meaning or emphasis to the story. In addition, body language and stage presence are factors that enhance the oral storytelling experience as these techniques enhance the audience or the listeners experience.

Written language and written storytelling

Comparatively, with written language, intonation, expression, and stage presence are absent. Authors may use a variety of different fonts or italics to emphasize the same message, however, the impact may not be the same. With written text, the reader must visualize these concepts, whereas in oral storytelling, the listener in the audience may be more likely to be captivated by the expression and intonation. Written storytelling differs greatly as well on the basis that it can be edited and revised. Considering the historical and cultural perspective, written storytelling or written language has typically been considered as fact or the truth. Now in the digital age, it seems that everything we read online, we take as truth (generally speaking for “most” of the population). The “TLDR” (too long didn’t read) phenomenon is among us, and many are guilty of reading the headline and assuming they have the facts of the whole story.

First Peoples relation

Oral storytelling is a First Peoples tradition. In B.C.’s redesigned curriculum, validity of First Peoples oral tradition is a curricular competency for English Language Arts in grade 7. It is suggested that students explore and recognize the similarities and differences between oral and written records, and further understand the importance and validity of oral records for First Peoples. A recording from CBC (2019; as cited in 3.1 module notes) features Imelda and David Perley who discuss the preservation of indigenous languages. The two interviewees are advocates for their language learning and prevention of their language loss in the province of New Brunswick. One example working toward prevention that they mention is regarding name changes on street signs in their language, as they are all currently in French and English. First Peoples have experienced difficulty when it comes to the validity of their oral traditions. This example not only highlights the storytelling component, but the validity of each word within their written language and the validity that plays within a community. According to the excerpt from Walter Ong, in predominantly oral cultures (pre-literate cultures), there is no “looking it up.” Humans would rely on each other to answer all their questions or curiosities. If someone in the community didn’t have the answer, then the cycle of asking would end. First People’s culture is an interesting point to connect to this week’s task because of the historical and cultural implications embedded within comparing oral and written storytelling.

Patterns within my text

For this task, I used the voice typing function embedded within Google docs. My experience with voice-to-text is limited. I have heard from many colleagues who rave about dictation software for writing report card comments. I have tried, but I found I still prefer typing. My experience with dictation is mostly through the hands-free text message function embedded within Apple Car Play, found in my vehicle. As my experience is limited, performing this task felt awkward at first. This is mainly because I felt the need to speak in a slow, robotic voice for an extended period of time. During my dictation, parts of the story that I felt were more important, took me longer to say.

I have found that length matters greatly. A short text message sent with dictation differs greatly from a 5 minute narrative. There is much less room for error when sent in a short text. This may not be the case for everyone, but for me, I use the Car play system mentioned above for short, easy replies. If a text requires a lengthy description or response, that is something I will leave for when I am not driving. When simply saying something such as, “on my way,” it seems there is much less room for error. In comparison, in a more lengthy story (me dictating my shopping trip to IKEA over the weekend), there is greater room for error. The most common mistakes found in my text are pronouns, nouns, and conjunctions or transitions. “The” and “they” were easily interchangeable. The same was found when I would pause and think, saying “and” or “um.” Transitions such as “so then we,” (soothe) and “when I was going to,” (wendy to) were changed within the text. I think that because of the transitional nature of the words, I was speaking more quickly and may have been unclear. Nouns were another common error, however, this was the least surprising to me. When speaking about my new “Hemnes” Ikea dresser we purchased, I am not surprised that that type of noun was not recognized.

When reading the text back, most of these errors did not change my understanding or meaning of the story. I think that a new reader could read my dictation and gain an overall sense of what my story was. It is interesting to think of these errors as mistakes. If they are not changing the meaning or overall understanding, then it is not an “end of the world” mistake, in my mind. If my story were strictly oral, it would sound seamless to say something like, “whoops, let me correct myself,” “actually I meant this…” or to repeat a phrase or word and self-correct on the go. As this task was an oral dictation to written text, the more prominent errors could be corrected with editing.

Further curiosities:

1. Is the digital age altering the validity of written texts?
2. Are hard copy written texts “more valid” or “better” than internet sources?
3. Does the availability and accessibility of online written texts devalue the message that is attempting to be conveyed?
4. Should more education for youth be focused around credible sources?
5. How can we ensure students have the skills to navigate the plethora of written texts available on the internet?
6. Voice-to-text is a great option as assistive technology for students with learning challenges. I have experienced students grow easily frustrated when the dictated text is not “perfect.” Has anyone experienced this? Further, are there any strategies to combat the mistakes?
7. Thinking of Ong’s work, were preliterate cultures (or predominantly oral storytelling cultures) more connected to each other? (on a human to human basis)

CBC Interview https://www.cbc.ca/player/play/1473203779545/

B.C’s ELA Grade 7 https://curriculum.gov.bc.ca/curriculum/english-language-arts/7

Walter Ong’s video https://www.youtube.com/watch?v=uvF30zFImuo