In new book Why They Can’t Write: Killing the Five-Paragraph Essay and Other Necessities, John Warner dispenses with arguments that the current moment of compositional crisis is related to screen time, text-speak, Twitter, or the idea that kids have become snowflakes who want participation trophies. An anonymous reader shares a report: There are, however, specific factors that have erected specific challenges to teaching writing in 2018; these include standardized testing, over-reliance on teaching grammar instead of writing, reliance on formulaic structure (i.e. those five-paragraph beasts), classroom surveillance, and college labor conditions. Warner examines the systemic causes in K-12 education that propel students into college without having discovered much about themselves as writers. Having explained the problems, Warner turns to solutions. The second half of the book offers his philosophical approach to teaching writing, honed over 18 years teaching first-year-writing classes at various schools, paired with practical exercises. Warner’s next book, The Writer’s Practice: Building Confidence in Your Nonfiction Writing, a book of exercises, will be coming out next February. Together, they offer his assessment of the problems and plan for transforming how we teach college writing in higher education.
[…] Interviewer: So why isn’t the five-paragraph essay a useful starting point? Why isn’t it like doing scales before playing music, or practicing free throws before playing basketball?
Warner: The danger is the prescriptive process that the use of the five-paragraph essay privileges. Students are given rules — not just parts of speech and subject-verb agreement rules — but [they are told] all paragraphs should have five to seven sentences. The last paragraph should start, “In conclusion,” then summarize the previous three paragraphs. In a 500-word essay, the audience hasn’t forgotten what you’ve said! So if there’s a specific purpose where a five-paragraph essay is useful, go nuts.
Students need to be given experience wrestling with the full rhetorical purposes of writing. Doing that allows them to develop the kinds of thinking that writers do [and] makes them far more amenable to examining the quality of the sentences. I write bad sentences all the time in my drafts. I write ungrammatical sentences. That’s how I believe how most writers work. So that’s what I want students doing. A lot of what I talk about in the book a matter of re-orienting our values. The publisher hype calls The Writer’s Practice revolutionary. I see it as the opposite. I have an assignment that my third-grade teacher did about the components of a peanut butter and jelly sandwich. It’s not a revolution. It’s stripping away the apparatus of school and getting back to essence.
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Source:: Slashdot