It’s Time To Think Differently About Writing In The Classroom
by Terry Heick
Among the biggest changes of modern academic standards is the shift in the burden of general literacy. Rather than only ‘writing teachers,’ teaching reading and writing, now all teachers across all content areas are being asked to do so (something we’ve talked about before).
In the past, literacy—the ability to read, write, and understand—has been the domain of the English-Language Arts teachers (and elsewhere in the world, Literature and Composition teachers).
And this has levied untold damage to student academic progress.
Limiting the craft of writing to a single content area has altered the landscape of students’ minds in ways that are only now being revealed as math teachers are told to teach writing. Students are now used to flinging rudimentary understandings on exit slips in broken sentence fragments, taking notes that neatly curate other people’s ideas, and otherwise ducking the responsibility to craft compelling arguments that synthesize multiple perspectives on a daily basis.
So we—English-Language Arts teachers—respond by handing them fill-in-the-blank graphic organizers that coax them to give reason 1 reason 2 and reason 3 in clear sentences that shun complexity or intellectual endurance,…