Jul 12, 2023·edited Jul 12, 2023Liked by Loleen Berdahl
A lesson I experienced years ago but did not understanding until I started coaching doctoral student relates to being a dominantly audible learner. Already in high school, I dreaded writing and would do anything to procrastinate even starting papers.
Law school with all of its writing was also an uphill battle. Once I finished, however, I learned how an audible learner can write and write a lot. My first job after passing the bar was for a U.S. District Court Judge as a law clerk. The judge would often want to have an oral discussion about any bench trail drafts I would prepare. He was a highly skilled trial lawyer before being appointed to the bench, so no surprise.
When we had these discussions, I could get the often very lengthy memorandum of decision completed in a few days. It was magical but I did not see how audible conceptualization and writing worked in tandem for many years.
My next position was as an associate (or cage rat) for a large regional litigation practice. I was often left in my very small office to write motion or trial briefs. The work was miserable and I needed to move on--and did.
Next up was a 10-attorney boutique litigation practice with a lead litigator who would discuss motions, briefs, etc. orally before we committed to writing. It was again almost magical.
When we work with students, our out-of-the-door assumption is that they are visual learners and will instantly instantly process feedback on their writing. That is a flawed assumption. Oral feedback delivered in two-way communication (not recorded voice feedback in an LMS) is so much more valuable to many learners, especially those oriented toward audible learning.
Great newsletter. When facing a situation like that, breaking it down into several simpler fragments helps me. I like writing one at a time in a coherent and well-developed way, even if at the end I have to cut a lot of what I have written.
A lesson I experienced years ago but did not understanding until I started coaching doctoral student relates to being a dominantly audible learner. Already in high school, I dreaded writing and would do anything to procrastinate even starting papers.
Law school with all of its writing was also an uphill battle. Once I finished, however, I learned how an audible learner can write and write a lot. My first job after passing the bar was for a U.S. District Court Judge as a law clerk. The judge would often want to have an oral discussion about any bench trail drafts I would prepare. He was a highly skilled trial lawyer before being appointed to the bench, so no surprise.
When we had these discussions, I could get the often very lengthy memorandum of decision completed in a few days. It was magical but I did not see how audible conceptualization and writing worked in tandem for many years.
My next position was as an associate (or cage rat) for a large regional litigation practice. I was often left in my very small office to write motion or trial briefs. The work was miserable and I needed to move on--and did.
Next up was a 10-attorney boutique litigation practice with a lead litigator who would discuss motions, briefs, etc. orally before we committed to writing. It was again almost magical.
When we work with students, our out-of-the-door assumption is that they are visual learners and will instantly instantly process feedback on their writing. That is a flawed assumption. Oral feedback delivered in two-way communication (not recorded voice feedback in an LMS) is so much more valuable to many learners, especially those oriented toward audible learning.
This is so very timely and relevant for me! Thank you for your always wise words Loleen.
Great newsletter. When facing a situation like that, breaking it down into several simpler fragments helps me. I like writing one at a time in a coherent and well-developed way, even if at the end I have to cut a lot of what I have written.
These are excellent ideas. I have found that being gentle with oneself works better than pushing to try to make it happen.