Nigel Slater changed my life. Or rather, his recipe for chicken wings with lemon and cracked black pepper did. I was once a shamefully unashamed fussy eater, who barely cooked or thought with any imagination about food, and I rarely even glanced at Slater’s cookery column in the Observer Magazine. But something about those glossy, sticky wings caught my eye – and my appetite – back in 2003. I followed the recipe myself and miraculously pulled out an identikit glossy sticky feast from the oven, the warmth and aroma showing me that extra magic that no Sunday supplement ever could. And I was converted: to cooking, to eating, and notably to Nigel. I followed his column avidly. I bought Real Fast Food and started to build a repertoire: penne with walnuts and gorgonzola, chicken breast with pesto and mozzarella, scallops with lime and coriander. Every recipe delivered what it promised and what I craved. It was easy; it was fun; it was delicious. And Nigel’s words guided me generously throughout. Despite my complete lack of expertise, he never talked down to me. He taught me to notice the changing sights and smells in my pan, and helped me to understand the consequences of however I was choosing to slice and chop ingredients. He coaxed me into making my own choices with his subtle suggestions: substitute the walnuts with pine nuts; try rosemary instead of thyme; if you’re daring, melt the cheese in the pan rather than under the grill. Never any pressure, just encouragement to follow my own senses.
Category: Teaching and Learning
Academic writing is…
I recently blogged whimsically about metaphors, the post kickstarted by some thoughts on an EAP sequence on the subject. Here I am simply to summarise some metaphors for academic writing (or writing from sources to be more exact) that I have encountered in my work:
AN ESSAY IS A CONTAINER : The essay contains ideas. If it only contains opinions without support, it’s empty. It’s also important not to over-fill it. (more here – but personally I find this metaphor links the sense of direction and purpose essential to effective academic writing)
AN ESSAY IS A JOURNEY : The writer needs to guide their reader to a destination worth visiting. If the writer begins by establishing what the destination is, why it is worth visiting, and what route will be taken, the reader is genuinely guided and will persist with the journey. Without this guidance, the reader may become lost and unmotivated.
Who’s in the room? Metaphors I teach by
My daughter opened her bedroom door this morning, and with it a world of opportunities. She’d snatched at the handle before but never quite managed to turn it. Happy and fearful in equal measure at her achievement, she turned to me and reached for my hand before taking a step out into the dark hallway, like the world’s cutest bunny about to set foot on the first sheet of white snow of the winter.
So, a doorway into a world of opportunities. “A metaphor. Things are looking up” to borrow words (and another metaphor) from Spooner in Harold Pinter’s No Man’s Land. I read No Man’s Land at secondary school (and loved it, not least for the brilliant swearing) but didn’t begin to understand it until much more recently. I also learned about metaphors at secondary school, and have also only recently begun to give them more thought.
At school I learned the difference between a metaphor and a simile. A metaphor is when you say that X is Y; a simile is when you say that X is like Y. My daughter opening up a world of opportunities is a metaphor, but when I compare her to a cautious yet excited rabbit, I’m using simile. This distinction is useful if we want to point out the shortcomings of others, since nothing could make us feel more intelligent than smugly telling a friend or colleague “that’s not a metaphor — it’s a simile”. If we want to try to be even smarter, though, linguistic analysis provides a further distinction between a metaphor and a metonym. A common example of a metonym would be when Wall Street is used to refer to US financial markets (a place representing what goes on within it) or when we are told potentially bizarre pieces of information like “I’m parked in the multi-storey”. Rather than respond with “No, you’re not, you’re sitting here in Café Rouge with me” we understand that the speaker is using the controller of an object (“I”) as a representative of the object itself (“my car”). Here we are in the realm of metonymy, because in context, there is a salient link between the driver and the car. Suggesting that the traffic outside Café Rouge is crawling past would also be metonymic (since movement is a property of traffic and crawling is a slow form of movement), but to suggest that our lunch hour was crawling by with all my tedious talk of semantics would be a fully-fledged metaphor, since physical movement is not a property of time. Now, if like me you’re ever-so-slightly confused about the difference between metaphor and metonym, you can perhaps stop acting like a smartarse because you know that neither of them is a simile.