In the course of the Atlantic’s recent series, The
Writing Revolution, contributors have explored how to inspire struggling
students, discussed the need to go beyond curriculum requirements, and delved
into the disparity between how American society treats its high school athletes
and their star student classmates.
Each of these pieces has merit, and yet as I read
them, I was inspired to move beyond what works and what doesn’t for K-12
writing instruction and jump ahead to the problems of writing in higher
education.
In his fine
essay, Arthur Applebee writes that in 2011, 40 to 41 percent of public
school students at grades 8 and 12 were assigned less than a page of writing
homework per week, and that 80 percent of these assignments didn’t involve
composition.
You may think and hope that this dearth of practical
writing is overcome once students pack their bags for college and that our
higher education institutions have challenging syllabi that prepare able
students to write the next great American novel, become the new David
McCullough, or, heck, just eke out a living as a poet or freelance
journalist. But, in many cases, such an
assumption is ill founded.
The composition courses required at liberal arts
colleges (typically Comp 1 and Comp 2) are usually a joke, covering the basics
of grammar and style that previous generations mastered in high school or
before. If you don’t know a verb from an adverb by the time you’re 18, what
hope is there for you? Indeed, enterprising students can and should do all they
can to avoid such rudimentary instruction—and the cost of six useless credit
hours—by taking a CLEP test
that exempts them from Comp course requirements.
The picture is little brighter when it comes to those
brave and creative souls who choose an English or journalism degree. The
typical limitation of the former is a lack of practical exercises that allow
students to critically evaluate a text in a way that sharpens analytical skills
applicable outside academia. The length and scope of such essays have been
steadily reduced, to the point where a two-page, double-spaced exercise in
brevity is the norm. There’s nothing wrong with being succinct, but such an
assignment is a cakewalk for most able undergraduates. Many won’t excel unless
they’re pushed, and a few hundred words now and again just isn’t going to cut
it.
There are many challenges for journalism degree
programs, but these can be distilled into two main points. First, the newspaper
game has changed so much with the closing
of many dailies and weekly publications, the staff cuts at others and the
rise of online-only pubs like The
Huffington Post, which rely ever more on unpaid contributors from its vast
blogging network.
The same is true of magazines: while there are an
increasing number of specialty publications and overall reading stats are up (if
you believe the claims in the 2010—2011 Power of Print campaign run by the Big Five of Time Inc., Hearst,
Advance Publications' Condé Nast, Wenner Media, and Meredith), many more have folded and many of the
surviving titles are run by skeleton
crews. Still more titles have become online-only ventures that require Web
3.0-ready writing—complete with tags, optimized search terms and such—elements
all too often ignored by behind-the-times journalism programs.
Second, there are too many schools at which the
journalism professors have never actually worked
as journalists. Sure, having a Master’s and Ph.D. in journalism is beneficial,
but a lack of practical experience makes it nearly impossible for an instructor
to prepare his or her students for the working world. I was fortunate enough to
have a journalism adjunct professor whose day job was running several local
newspapers. I was shocked by the red ink hemorrhage on my first few
assignments, but soon realized that this detail-oriented editing from a real editor was making me a better
writer. If it wasn’t good enough to be printed, it wasn’t good enough for him.
His diligence and the equally severe, yet constructive, reviews from three
others professors conditioned me for writing outside of academia. And when I’d
finally reached his high bar, Mr. Kevin Wright put one of my feature stories on
the front page of his flagship paper. So began my writing career.
For journalism professors who don’t have Wright’s
practical experience, bringing in guest speakers to provide guidance on
essential topics—such as how to prepare for and conduct an interview and how to
establish connections with editors—can help. But this is no substitute for an
instructor who can pass on lived lessons to would-be journalists. Or for one
who not only has writing chops to bolster academic credentials, but also encourages
students to get ahead by (heaven forbid) building a useful portfolio while
still in college. There are, of course, fine journalism programs—including
those at Columbia University and the University of Missouri—but too many others
are letting students graduate with an all but worthless BA based on
theory-heavy courses from a bygone era. What
student wants to pay 100 grand for that education?
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