Liberating students to discover the power of their voice? Sharing personal narratives? Every child an “author” writing for an audience? “Like so many of our earnest and most deeply humane ideas about educating children in general, and poor, urban children in particular, this impulse toward authenticity is profoundly idealistic, seductive, and wrong,” writes Robert Pondiscio in The Atlantic.
As a fifth-grade teacher at a South Bronx school, “I used to damage children for a living with that idealism,” he writes.
P.S. 277 didn’t teach its low-income students to use correct grammar and sentence structure, or to correct their mistakes. That sort of literacy instruction rediscovered by New Dorp High School in Peg Tyre’s The Writing Revolution, was considered stifling.
Every day, for two hours a day, I led my young students through Reader’s and Writer’s Workshop. I was trained not to address my kids as “students” or “class” but as “authors” and “readers.” We gathered “seed ideas” in our Writer’s Notebooks. We crafted “small moment” stories, personal narratives, and memoirs. We peer edited. We “shared out.” Gathered with them on the rug, I explained to my 10-year-olds that “good writers find ideas from things that happened in their lives.” That stories have “big ideas.” That good writers “add detail,” “stretch their words,” and “spell the best they can.”
Teach grammar, sentence structure, and mechanics? I barely even taught. I “modeled” the habits of good readers and “coached” my students. What I called “teaching,” my staff developer from Teacher’s College dismissed as merely “giving directions.” My job was to demonstrate what good readers and writers do and encourage my students to imitate and adopt those behaviors.
Reading and writing instruction had become a Cargo Cult, Pondiscio writes. Go through the motions of being a writer to be a writer.
But good writers use their knowledge of the world, their big vocabularies and their command of language conventions to write vividly and persuasively, he points out. Children growing up in language-rich families may pick up these things by osmosis; everyone else needs to be taught in school.
“When our students resist writing, it is usually because writing has been treated as little more than a place to expose all they do not know about spelling, penmanship and grammar,” observes Lucy Calkins, probably the workshop model’s premier guru. She is almost certainly correct.
This leaves exactly two options: The first is to de-emphasize spelling and grammar. The other is to teach spelling and grammar. But at too many schools, it’s more important for a child to unburden her 10-year-old soul writing personal essays about the day she went to the hospital, dropped an ice cream cone on a sidewalk, or shopped for new sneakers. It’s more important to write a “personal response” to literature than engage with the content.
“The unlived life is not worth examining,” Pondiscio writes. Furthermore, “teaching disadvantaged children the mechanics of writing, and emphasizing evidence over anecdote, is liberating not constraining.”
Young people who’ve mastered grammar are more likely to become writers capable of self-expression, he argues.