Posted on 05/01/2019 5:45:27 AM PDT by reaganaut1
Freshman composition occupies a unique position in a college curriculum. It is the only class required of about 90 percent of enrollees whose diverse aptitudes and prior writing experience present a challenge for instructors every semester.
In Why They Can’t Write, instructor John Warner of the College of Charleston proposes a course he says will minimize the challenge for instructors and have students writing “clearly, persuasively, even beautifully” by semester’s end. His “dream” is to have his course “adopted in every classroom across the country,” but this classroom veteran hopes that the Warner model stays just that—a dream.
Before I say why Warner’s approach raises concerns, I’ll note that there is much to admire in his attitude toward teaching composition. A Yale professor once called the job “a torture to body and soul,” but 20 years in the classroom have not dampened Warner’s enthusiasm for teaching or his commitment to students, who may experience “overwhelming anxiety” during their college years. No other class requires as much one-on-one student/teacher interaction, and instructors who take an interest in students out of class will indeed boost their in-class performance.
Warner is also forthright about the commitment students must make if they are to improve their writing. He tells students that “writing is difficult, that it takes many drafts to realize a finished product, and that you’re never going to be as good as you wish.” He adds that writing well will “deliver lasting pleasure and knowledge” to students who do the hard work.
Prior to the mid-1980s, composition students followed a strict formula that treated writing as the “product” of an assigned topic, a due date, and a grade. Then came a new breed of scholars known as “composition theorists” who redefined writing as a “process” done in stages—planning, prewriting, drafting and revising.
(Excerpt) Read more at jamesgmartin.center ...
Most of these issues started in grade school in the 1990s. I watched an interview from two years ago where an older professor had to deal with PhD students who were bright, but just not capable of writing a paper at the level expected. I don’t think it’s just a US problem...various countries are openly talking about this fundamental ability that is lacking now.
If you can’t figure out the correct pronouns good luck teaching composition.
I write reports for a living. I have for nearly 35 years.
My English comp class was a pain. Business courses should write Business Writing. Short, concise, and with all of the information and conclusions on one page.
I’ve had bosses that wanted one paragraph. I’ve had bosses that liked all the details. But, the one page cover sheet is critical.
Its that there are so many damn pronouns these days.
My daughter is a grad student and I was talking to one of her friends. The friend is a grad assistant, teaching some 100 level intro courses. She had a student in tears because “it” was a “they”.
I could never survive in academia.
Worked for me. Just a hell of a lot of work...
My attitude toward the latter teaching method could be summed up by telling the instructor “I’ve got yer 3x5 cards right here,” and pointing at my crotch.
My students are required to write an essay of no more than one page, 300 words each semester. It requires them to think clearly and concisely. One of my former students informed me that her managers appreciated the fact that she could write a one page proposal or comment on one.
Mark Twain said that he did not have time to write a short letter, so of course he wrote a long one.
I have taught at the university level for many years and graded many examples of poor writing. You cannot write well without doing a lot reading and spending much less time on visual amusements.
Ping for a Canadian perspective.
Our office deals daily with grad students... none of them are what you could call articulate. Not in their speech and certainly NOT in their writing.
I have to read their e mails about 4 times over to GET what they are saying... and it isn’t always clear then.
Professors are just as bad-maybe worse... it’s a toss up
When I send messages to them, I have to write like ‘See Spot run.’-to make sure they understand.
Good for you. What do you teach? What level?
It is a great skill.
My employees could barely string together four words in an email.
My kids can write, and it sets them apart from their peers.
I studied Journalism in college since story telling came naturally to me.
In the broadcast news business in the 1970s, I was forced to write brief copy and actually got into a contest with my news boss.
I bet him a beer that there was no news item that couldn't be reported in two sentences.
In order to write clearly, you need to think clearly.
In my opinion, John Warner is trying to screw with people’s brains and hopelessly muddying their thinking. No good writing will come from that.
Yes. I deal with large numbers of people who "communicate" like this --
"There was that ... you know? Well, anyway, he said last week --- this was over at that thing, right? Whatever. So, she says, she says, she says, look, I don't have time for ... and I'm like, right? So we just, we just ... but the point is, they don't get it, you know? They just don't."
What can you say to people like that? Their brain can't focus long enough to speak an entire sentence.
I hear highly educated people speak like this all the time.
I teach at the maritime college in Maine and was hired 30 years ago this Friday. Our program in international business and logistics has grown so much that I teach principles of economics (micro and macro) and an on-line graduate course in transportation economics.
And I agree with you, it is a great skill to have.
My first college class was in a composition course. It lasted 20 minutes, and the teacher dropped two F-bombs.
Some of the students should have been in a remedial course.
One of my favorite lines in “Cheers” was when Rebecca said “There is some crap, up with which, I will not put “
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