Adherents worry that focusing too much on grammar or citing sources will stifle the writerly voice and prevent children from falling in love with writing as an activity.
That ideology goes back to the 1930s, when progressive educators began to shift the writing curriculum away from penmanship and spelling and toward diary entries and personal letters as a psychologically liberating activity.
Wanzer then asked the students to spend a few minutes writing anything they liked in response to the Lamott excerpt.
Lyse Armand, a rising senior at Westbury High School, leaned over her notebook.
A separate 2016 study of nearly 500 teachers in grades three through eight across the country, conducted by Gary Troia of Michigan State University and Steve Graham of Arizona State University, found that fewer than half had taken a college class that devoted significant time to the teaching of writing, while fewer than a third had taken a class solely devoted to how children learn to write.
Unsurprisingly, given their lack of preparation, only 55 percent of respondents said they enjoyed teaching the subject.“Most teachers are great readers,” Dr. “They’ve been successful in college, maybe even graduate school.She was planning to apply to New York University, Columbia and Stony Brook University and already had an idea of the story she would tell in her Common Application essay. Wanzer encounters juniors and seniors whose essays are filled with incomplete sentences — not an uncommon occurrence — she limits the time she spends covering dull topics like subject-verb agreement.It would have something to do, she thought, with her family’s emigration from Haiti following the 2010 earthquake that devastated the island. “You hope that by exposing them to great writing, they’ll start to hear what’s going on.”•Three-quarters of both 12th and 8th graders lack proficiency in writing, according to the most recent National Assessment of Educational Progress.“We need massive teacher education.”One of the largest efforts is the National Writing Project, whose nearly 200 branches train more than 100,000 teachers each summer.The organization was founded in 1974, at the height of the process-oriented era.Later, in the 1960s and 1970s, this movement took on the language of civil rights, with teachers striving to empower nonwhite and poor children by encouraging them to narrate their own lived experiences. Hochman’s strategy is radically different: a return to the basics of sentence construction, from combining fragments to fixing punctuation errors to learning how to deploy the powerful conjunctive adverbs that are common in academic writing but uncommon in speech, words like “therefore” and “nevertheless.” After all, the Snapchat generation may produce more writing than any group of teenagers before it, writing copious text messages and social media posts, but when it comes to the formal writing expected at school and work, they struggle with the mechanics of simple sentences.The Common Core has provided a much-needed “wakeup call” on the importance of rigorous writing, said Lucy M.A major goal of this workshop — the teacher-training component of the Long Island Writing Project — was to get teachers writing and revising their own work over the summer so that in the fall they would be more enthusiastic and comfortable teaching the subject to children.“I went to Catholic school and we did grammar workbooks and circled the subject and predicate,” said Kathleen Sokolowski, the Long Island program’s co-director and a third-grade teacher.She found it stultifying and believes she developed her writing skill in spite of such lessons, not because of them.The root of the problem, educators agree, is that teachers have little training in how to teach writing and are often weak or unconfident writers themselves.According to Kate Walsh, president of the National Council on Teacher Quality, a scan of course syllabuses from 2,400 teacher preparation programs turned up little evidence that the teaching of writing was being covered in a widespread or systematic way.