Chapter 3

Balance the Basics: An Argument for

Parity Between Reading and Writing

 

 

The main point made by Thomas Newkirk in chapter 3 is that writing is sorely neglected in education today.  One problem is argued by James Moffett in Teaching the Universe of Discourse when he says "writing does not fit this disciplinary model--it lacks 'content' that other disciplines are built on.  Writing is both more pervasive, applying to all subjects, and less substantial in terms of information and material to be learned.  In the battle for curricular space, writing loses time and again."

 

There are many facts and concepts to be learned in all other subject areas - much content.  Because writing does not consist of facts to be learned, it is more abstract and is usually pushed to the side.  In my experience, writing is the first thing to be relegated to "when I have time to get to it" by teachers.  There is so much to teach and not enough time to teach it.  I believe a major problem is that teachers don't really understand how to teach writing and why it is necessary.  Most educators would tell you that you have to teach students to write a 5 paragraph essay in response to a prompt.  Elements would be determined by whether it is narrative, expository, or persuasive. 

 

While people do need to know how to write those types of essays, writing encompasses so much more.  People in many jobs, probably most, read and respond to emails daily.  People do this in their personal lives.  Think about all the texting we do.  Police write reports of accidents or other incidents.  Doctors must write detailed, accurate accounts of patient illness, diagnosis, and treatment.  Attorneys must produce clear, persuasive arguments in writing to be read by judges.  Teachers must write for many purposes:  lesson plans, notes to parents, newsletters, IEPs, RTIs, other documentation for students files, etc.  The list could go on and on.

 

If teachers could come to realize that writing is, or should be, involved in every content area we teach, then writing would become a regular, natural part of student work everyday.  Students should be writing in many useful and appropriate forms - not just prompt after prompt.  In that way, students would learn to use writing in a very natural and useful way.  Writing also helps the thinking process.  Children would understand their lessons better if they could do more writing, stretching their thinking processes.

 

One last thing - a bit of a pet peeve of mine.  Writing should not be used as a punishment in school.  Too often, I see students go to time out in another room and have to write something as a punishment.  This in no way helps the student and certainly doesn't promote a love of writing - quite the opposite!  Encourage a love of writing, just as we try to do with reading, and I think we'll all be surprised at what they can do.