Why students shouldn’t write essays

Why students shouldn’t write essays

Why students shouldn’t write essays

Don’t you just hate essays? All through school, teachers make their students write essays, essays, and more essays. They expect their students to have an opinion on whether a story fits the ironic vision or not, or something like that, but the student probably doesn’t even care. People should just stop writing essays.

First of all, essays are so formal. The writer does their intro, with their thesis at the end of it, then they have their three paragraphs of proof, then they have their conclusion. Come on people, live a little! Be wild! Put your thesis at the very end of the essay, or better yet, leave your thesis out of the essay. (It’ll probably drive their teachers nuts, but summer vacation is coming up pretty soon anyways.)

And the language that people have to use in essays! The writer starts sounding like a dictionary, using all those big words. I bet they don’t even know what half the words mean! And what’s this thing about not saying «I.» Who am «I,» chopped liver? Do I have to become this nameless, faceless, mystery person, just to get people to listen to me? And what about using «you?» I mean, it’s «you» that’s reading my essay, isn’t it? Who else would it be? Am I talking to myself? I admit I have been known to do that once in a while. . . but that’s beside the point.

Essays are also really, really, really repetitive. People say the same things over and over, just so that the reader cannot possibly miss the point. All this repeating just to make sure the reader gets the point. The person writing the essay might as well use a neon sign with the point on it, to really make sure the reader gets it. They don’t have to repeat it again and again. It gets on my nerves after a while.

A lot of the time, all essays really do is confuse the reader. The person writing it throws big words around like «verisimilitude,» but the person reading it probably can’t even pronounce the word «verisimilitude,» let alone know what it means. Do they even care what it means? Will they go to visit their friends and say, «Oh, yes. I saw some very nice verisimilitude the other day, over on Third Street.» Chances are, they’ll put the essay down as soon as they see a big word, and go read the comics instead.

When people write essays, another thing they do is force their opinions on other people. Can’t the reader have their own opinion? There should not be people saying, «this is my opinion — make it your opinion. . . or else!» What if I read an essay and I totally disagree with what the writer is saying? Am I supposed to change my mind? Do a total 180 degrees? All because someone thinks I should? I don’t think so.

See all the problems essays cause? Formality, confusion. . . annoyance! Life would be much simpler if people just didn’t write essays.

Learning, Teaching and Leadership

A blog for educators, researchers and other thinkers by Sarah Elaine Eaton, Ph. D.

Why do we make our students write essays?

Recently a friend sent me a link to a website called UnemployedProfessors. com. I have written about services like this in an earlier blog post. This site is a regular paper mill, with a twist.

They mock the entire educational system. Here’s a screen shot from their “About Us” page:

In case you can’t read that, the juicy bits say that education is…

“a scam, a charade. Professors can only stay in business if they force students to write essays, within their disciplines, that will do nothing to contribute to their own education or edification… the system spit the professor out the same way it will spit out any student who cannot write his or her own paper on the symbolic significance of baboon mating within the confines of Gramsci’s theory of the sub-altern, or any other mundane matter you might be asked to write about. That’s the endgame – that’s why we’re here.”

That got me thinking, why Do we have students write essays? Is it really because that’s how the system “spit us out” and now we are doing the same to our students? Well, for some instructors, there may be an element of truth there. Some academics and teachers think that things should be done the way they have always been done because that it the tradition.

But really, that’s not good enough.

To me, we don’t ask students to write papers because that’s part of the “scam” of the system, or because our students have to go through what we went through in order to be initiated into the hallowed halls of the university.

We ask students to write papers so they can learn how to write. The topic and content areas are secondary. Knowing how to write cogently and construct a written report that has elements like an introduction, a body and a conclusion is a useful skill to know. It is also useful to know how to construct sentences, form an argument and persuade a reader.

Why? Because when you leave school and get a real job, you may have to write something. A report. A letter. A policy. Whatever. You may need to convince someone that you actually know what you are talking about. You may need to show someone (your boss, for example?) you can string together ideas with some semblance of logic and coherency.

I did a post a while back on the International Adult Literacy Skills Survey that showed that 2% of Canadian-born university graduates scored at the lowest levels of prose literacy. In other words, 2% of folks who are born in this country and who make it through University can barely identify or decode words and numbers. Most seven-year olds can do that. (Check out this post on what the literacy levels of IALSS are.)

If we are focussing on having students write on a particular subject, we are missing the mark. (Pardon the pun). Not only is it more about learning to write well than it is about expounding on any given subject, it is also about learning to take pride in your own work and creation. It is about Going through the entire process of creating a piece of research writing from beginning to end.

It’s also not about a grade. If the focus is just on getting a good grade and not on learning, heck, why wouldn’t students use these services?

What would happen if we said to our students, “OK, folks, your grade is based on Learning, not just on production, or on completing an inane assignment. Show me what you’ve learned, how you’ve learned and it and why you think it has any relevance at all to the real world.”

How would that change what we do as teachers?

How would it change our students’ view of their assignments?

We don’t make our students write papers so they can learn about “the symbolic significance of baboon mating within the confines of Gramsci’s theory of the sub-altern”. We have students write papers so they can learn the art and craft of writing and more importantly, to “learn about learning” and to learn about themselves as students and human beings. Hopefully they grow and expand their own minds in the process.

If students’ minds aren’t expanding, we are not doing our job.

A Ship at Sea

«A ship in harbor is safe, but that is not what ships are built for.» John A. Shedd, Salt from My Attic, 1928

Why Do We Make Our Students Write Essays?

My blog post is a response to this blog post by the same title, written by Dr. Sarah Elaine Eaton, an educational leader, researcher, author, and professional speaker.

The question at hand: Why do we make students write essays?

Dr. Eaton’s response: Because writing essays teaches students the skills needed to write and argue effectively.

My response: We shouldn’t!

I’m a little nervous disagreeing with someone who is so accomplished; however, this is a subject that I have been thinking about quite a bit lately and I relish this opportunity to organize my thoughts.

When I saw the Twitter link for Dr. Eaton’s post, I must admit that I thought I’d find confirmation for my newfound disgruntlement with essays. . . Instead I found a defence for why we should make students write essays, a defence I have some concerns about.

If you still haven’t clicked the link above to read Dr. Eaton’s article, I’d encourage you to do so before continuing.

It’s important to me that you know a little bit about where I’m coming from. I have been teaching junior/senior high school ELA in Alberta for 6 years. I attended junior and senior high school in Alberta. I attended university in Alberta. And I have always loved essays. Coming to understand that the essay was my opportunity to explore a text and offer my own opinion was exhilarating It was my only solace in an educational system I had come to abhor from early elementary school. Through university, I continued to love researching and forming unique, convincing arguments. As a new teacher, I was excited to read my students’ essays, but when my first class failed to meet my expectations, I stopped to consider how to actually teach essay writing. I guess I should have done this before assigning an essay, but I honestly can’t remember ever being formally taught how to write an essay and therefore assumed it came naturally. This setback did not dampen my passion, though. I promptly set out to create a document I entitled Essay Writing Laws. This document contains the 6 “Laws” I (still) believe are the basics necessary to produce a well-written essay. Determining these laws was as simple as reflecting on the process I took through university to write pretty outstanding essays (I’m sorry for bragging, but they were, according to professors who asked me to read my work for the class, and even scrawled “brilliant” across the top of a particularly brilliant paper I wrote on the first Harry Potter novel for my Children’s Lit class.) After a couple years, I made the effort to video record The Laws instead of reading through them all as a class–students were getting bored with that. I figured if I created a video, they could chunk the reading over a weekend.

I hope I’ve been able to make it clear that I’m not opposed to essays because I hate them. Even as I write this post I find myself nostalgically thinking back to the first real essay I remember writing in grade 11 on “The Great Gatsby.” Man, was I ever proud of that piece. No, my newfound opposition to making students write essays is not based on anything to do with the essay form itself or their purpose of persuading a target audience or the excellent skills in research and sentence construction they allows students to build. All of these features and benefits are excellent. If you took the time to read Dr. Eaton’s article (maybe you should go do that now), you’ll notice that these are also a few of her arguments for why we should have students write essays:

We ask students to write papers so they can learn how to write. The topic and content areas are secondary. Knowing how to write cogently and construct a written report that has elements like an introduction, a body and a conclusion is a useful skill to know. It is also useful to know how to construct sentences, form an argument and persuade a reader.

So, if the above quote seems to be Dr. Eaton’s main point, and I seem to agree with her reasoning, then what could I possibly have an issue with? My disagreement comes from Dr. Eaton’s statement that “We ask students to write papers so they can learn how to write.” My initial response to this is to echo another one of her own declarations: “But really, that’s not good enough.”

There are many different forms of writing that students can create in order to learn how to write and argue effectively. In fact, Dr. Eaton continues her own article by listing several of these forms: “[W]hen you leave school and get a real job, you may have to write something. A report. A letter. A policy. Whatever.”

The reason I do not believe teachers should be making students write essays is because essays are a highly inauthentic form of writing. Before teaching my students how to write an essay, I often share with them some of my own experiences. I tell them how essay writing knowledge has helped me to write a letter to my boss to justify a raise, to craft a cover letter when applying for teaching positions, and to verbally defend an extended curfew request to my parents. But I also share my disappointment that, since being out of university, I haven’t written a single essay. Until this year, the true impact of that realization escaped me. If I, an individual who loves writing essays, and a teacher who teaches kids to write essays, haven’t found a reason to actually write an essay in the last 6 years while living in “the real world,” then why the heck am I teaching students to write an essay? How important can it really be? Of course, I already stated why they’re important. Or did I? I did state that they have benefits. But really, that’s not good enough!

Our students won’t grow up and write essays. As Dr. Eaton pointed out, they’ll grow up and write reports, and letters, and policies. They’ll grow up and write proposals, engage in debates–both formal and informal, deliver speeches, and write newspaper articles, magazine articles, and even blog posts! But they won’t write essays. For a more humorous example of this, check out the video I added to this other post. It’s this video that pushed me over the edge, led me to cancel the essay I recently had planned for my ELA 10 class, and instead forced me to begin an in-depth examination of proposal writing through the study of one by President Obama a mere 3 months ago.

At this point, many readers may already be screaming at me through their computer screen: WHAT ABOUT THE DIPLOMA EXAMS. (or whatever standardized tests their students may be forced to write) HOW DARE YOU RUIN A STUDENT’S CHANCES OF GETTING INTO OR THROUGH UNIVERSITY!

Oh my. . . I think it’s clear by now that I dislike the inauthenticity of essays, but that’s nothing compared to the abhorrence I harbour toward the inauthenticity and unfairness of standardized tests. For an inkling, you can take a look here. Hopefully you’re still reading as I attempt to explain my position. First, individuals who are going to scream the statements above are focused primarily on marks. I’ll address that a bit more in a moment, but suffice it to say that students who do well on whatever you do in-class will still walk away from the course with a decent mark (and much better prepared for life) even if they do “poorly” on the diploma exam. Second, if we are going to argue that teaching an inauthentic essay format will prepare students for writing more authentic letters, reports, policies, etc. then the reverse should also be true–teaching those forms should result in students who can produce a great essay. Which would you rather your students be better practiced in: The type of writing they’ll need long-term or the type of writing that will temporarily benefit them? I choose the life-long skills. Third, many of our students aren’t even headed off to university and, consequentially, their need for amazing diploma exam marks is virtually non-existent. For those students who are headed to university and will need essay writing skills for four to eight more years, that’s where differentiation comes in and we teach the minor formatting differences after they are well-grounded in more authentic writing styles. This should satisfy those teachers who believe that the government and society as a whole have the right idea about education being about marks more than it is about students actually being involved in relevant learning. I do fully intend to ensure this happens, but not because I’ll make students do it; it’ll be because they recognize the need to learn essay writing in order to jump through the hoops of an inauthentic and broken education system. Even with my grade 10’s, I’ve been diligent in pointing out the similarities and differences between proposals and essays to help prepare the ones who will need to know them.

The fourth and final reason I’ll expound upon as to why I’m not doing a diservice to students by not making them write essays* is that even the diploma exam refuses to demand that students write one. I find this curious. I’ve been to mark the diploma exams four times, twice for the -1 stream and twice for the -2 stream, and every student writes a formal academic essay for the -1 Critical/Analytical Response To Literature, and the vast majority of -2s for their Literary Exploration. It seems that every teacher in the province knows what the diploma exam creators expect, even if those creators are not bold enough to demand it themselves. It even seems obvious that the creators do in fact expect an essay to be written: The omission of a question in the planning section, the question seeking to know what prose form the student plans on using, speaks loud and clear. This question is asked for the personal reflection, where students can choose any prose form including narrative, but not for the critical analysis assignment. I can’t help but wonder why this is the case. Is an essay the only form possible to critically and analytically explore a text? If so, wouldn’t that mean that “in the real world,” where essays are rarely written, texts are never explored critically? Anyone holding to that position better be able to explain why we need to teach kids to think critically about texts at all then. However, if we agree that this notion is ludicrous, and “the real world” does in fact demand critical exploration of texts, then is it true that essays are the only way to do so, or even a primary way, heck, are essays even used at all in the real world as a means of stating an opinion? If not, then why expect students to write one? Why force them to learn a skill they don’t actually need when more authentic forms of text creation can accomplish the same task?

Towards the end of her article, Dr. Eaton makes a statement that I agree with 100% and have begun to implement in my own teaching practice. She introduces the following quote by stating that we shouldn’t have students write essays just so they can get a grade, which, by the way, supports my comments above about grade-focused teachers. Instead, Dr. Eaton argues that school is about learning:

What would happen if we said to our students, ‘OK, folks, your grade is based on Learning, not just on production, or on completing an inane assignment. Show me what you’ve learned, how you’ve learned and it and why you think it has any relevance at all to the real world.’

I must admit, when I reached this part of the article, I was optimistic that perhaps I had misunderstood Dr. Eaton’s point and that she truly was advocating for the abolishment of the essay. I read this quote and thought, “this is exactly what school should be.” I told my ELA 10 class this very thing a couple days ago: “School is about learning, not about marks.” As soon as I finished the statement one of the boys in the class scoffed. I asked him if he disagreed. He asked me why teachers give marks then if my statement is true. He forced me to revise my statement to “School SHOULD be about learning, not about marks.” I’ve been on a quest since then to learn more about how to abolish marks from my practice right alongside the abolishment of essays. It was something that I’d already been wondering about, and we set aside the rest of the lesson that day and, as a class, figured out a fairer assessment strategy for this term, with the promise that I would continue learning more about this topic for next year (I’ll teach the same group again from grade 10-12).

Unfortunately, Dr. Eaton concluded her article with these words:

We have students write papers so they can learn the art and craft of writing and more importantly, to “learn about learning” and to learn about themselves as students and human beings. Hopefully they grow and expand their own minds in the process. If students’ minds aren’t expanding, we are not doing our job.

This conclusion almost had me screaming to her through my computer screen the title of her article: BUT WHY DO WE HAVE TO MAKE OUR STUDENTS WRITE ESSAYS? Why do students have to write an essay to “learn about learning”? Why do students have to write an essay to show what they learned and how they learned it? Why do students have to write an essay to learn about themselves as students and human beings? Can they truly prove the relevance between what they’ve learned and the real world through such an inauthentic form of writing? I don’t think they can. Or, at least it’s not the only way. And it doesn’t justify making students write essays. I strongly believe that every teacher needs to carefully consider what they teach, how they teach it, and how they assess it in order to ensure that school is relevant and meaningful and not a huge waste of time.

*The Alberta High School ELA curriculum, in a very understated manner (through the use of an asterisk, as I’ve utilized here), requires students to create an essay. Because I love teaching, I will comply with this requirement in the most minimal, yet acceptable manner I can. As I clearly argue in my post, I do not believe I do my students a diservice by refusing to focus on or inflate the importance of essay writing. The authentic text creations my students will complete will more than make up for this. Complying certainly does not mean I agree with the demand.

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