lack vs lacking

[MrPedantic]

Exhibit A:

[Molly]

Why is Mr P referring to himself in this way "Sublime self-unawareness."? Is he at a turning point?

[Stew.t.]

Hi guys

To return to the discussion, if we have no standards in any subject that is taught/ learned then what do you end up teaching/learning?

Can a structure be built around this premise, and what of students who want a clear well defined guideline for usage?

How would you counter or not an argument like ............. "then what is the right usage?"?

It is all well and good, and I do actually see the beauty of English to be in it´s variety, to say teachers should adopt this approach.

But then realistically how can you transform this into an effective learning process in lessons?

How do you motivate or get a client/student to see this, or any perspective as a teacher?

Modern teachers have to have some approach, even if it is chaos , ), make intuitive decisions in the spur of the moment.

Do we follow an organizations policy, that of modern research?

If we consider standard usage and the correction in regards to errors and versions?
Is their an effective method for teaching in regards to uptake (realization and application) and effective use of lesson time?

cheers stew.t.
_________________
Please meet Stewart Tunncilff

[Molly]

[Stew.t.]

Hi Molly

If you loosen the standards to include different ones, where do you draw a line, researched usage, common usage, teaching consensus, learners opinions?

How might this affect teaching lessons? specifically in meeting goals and aims within a certain time frame?

Am I getting so old I can not remember saying it was a rule? ; ) btw It could be a rule of thumb as well.

[Molly]

If you loosen the standards to include different ones, where do you draw a line, researched usage, common usage, teaching consensus, learners opinions?

The standards have never been "tight", Stew. You only think they have.

[Stew.t.]

Hi Molly

I think you misinterpret what I am saying.

How do you think standard usage adjusted to include many versions would affect lessons? Especially in relation to;

specifically meeting goals and aims within a certain time frame?

cheer stew.t.
_________________
Please meet Stewart Tunncilff

[Molly]

[MrPedantic]

[Stew.t.]

Hi Molly

The question was structured above so you would think of them relating.

Of course lessons would be affected by trying to teach many standards/versions. Think of a single lesson or even a course. If we as teachers had to spend time teaching all standards, when would we have time to do anything else?

Exposure to the versions would be a different issue.

The goals and aims are set by the syllabus or the client(s), in conjunction with a teacher/trainer.

I would be interested to hear some of your views in relation to;

[Molly]

[Lost_Soul]

Hi, everybody

I didn't follow thoroughly the "lack v.s. lacking" discussion (mainly because you've gone off on the tangent and there's no getting the discussion back on the track ), but I found this article on the internet written probably by a native speaker and here is the sentence which has been taken from the aforementioned article by me:

[Stew.t.]

Did anyone mention all standards?

[Molly]

[Stew.t.]

Hi Alex

This quote looks familiar, care to let us know your source?

I would say it isn´t wrong, but also could be the academic style of the writer. You could substitute "the lacking of" with "the lack of" or you could change sentence order and start "The lacking in........"

cheers stew.t.
_________________
Please meet Stewart Tunncilff