On Writing
By Robert W. Andrews
I sat in the room flabbergasted. My colleague and I
looked at each other in disbelief as we heard the principal suggest that the
junior year English program should eliminate the “research paper” and add the
“college essay” as the sole writing
assignment for the year. He looked to me for support as a college counselor but
could tell immediately that I was not on board. “Couldn’t they do both?” I
suggested, trying to walk the political tightrope that was in front of me. A
long pause followed. He repeated his suggestion, indicating that he did not
think teachers would want to grade more than one paper nor that students would
want to write more than one in the their entire junior year.
That was a number of years ago. Since then, the district has a new principal, and it
appears that the district is
undergoing a serious curriculum review. I
cannot help but wonder how we got to a place where any educator would think that a junior year English
class, regardless of level, should have
only one long term writing assignment. No wonder so many college
professors are lamenting their students' inability to write a coherent paper. Students are not getting
dumber; we simply are not
teaching them foundational skills. We
need to roll up our sleeves and
try to solve the problem. The bottom line is that many of our kids cannot write.
This problem has been going on for a long time. As
someone who entered high school in 1989, I can tell you that I only remember
one teacher (thank you Mrs. Duffy) who taught me grammar. She was seen by many
as one of the last vestiges of an old way of teaching. Her class was
often boring, as we had to diagram sentences and complete assignments out of
our heavy grammar textbook. However, I learned enough basic grammar to be able to write a complete sentence and more.
In retrospect, I wish I had more teachers who focused on grammar. I also wish
my students had a Mrs. Duffy in their lives.
With college essay season underway, I have the good fortune
of being able to review student
writing from multiple school districts that
partner with our program. There are some bright spots, but overall, the state
of writing in our schools is abysmal. In this month’s The Atlantic,
Peg Tyre adeptly describes one low performing high school in Staten
Island and how it adopted pedagogical approaches to focus on writing across
disciplines. At its core, the focus is on the actual teaching of grammar. I was
thrilled to learn about a district that is attacking this problem head on.
I remember talking with a colleague stressing out that
her students could only write in the “five paragraph” style, making the college
essay process more difficult. I smiled, excited that at least some of our
students actually knew how to write a five paragraph essay. I knew we could then take the time to foster creativity in our workshops on the
college essay instead of largely focusing
on remedial grammar.
Change comes slowly, and I do see glimmers of hope in most of our partner schools. However, too many
of our students continue to struggle with their writing. Their schools are not
requiring them to write often enough, and when they do, feedback regarding
grammar is often nonexistent. Our program spends weeks on remedial
writing for honors students to fill in these gaps. But a “college access”
program staffed with recent college graduates, many of whom never formally learned
grammar themselves, cannot be the answer. My hope is that New Dorp High School in Staten
Island is closer to finding the solution – a system in which the educators
collectively work to improve student writing by focusing on the basics of
analytical writing. I hope more school
systems will follow their lead.
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