There seems to be widespread agreement that - when it comes to the writing skills of college students - we are in the midst of a crisis. In Why They Can't Write, John Warner, who taught writing at the college level for two decades, argues that the problem isn't caused by a lack of rigor, or smartphones, or some generational character defect. Instead, he asserts, we're teaching writing wrong.
Warner blames this on decades of educational reform rooted in standardization, assessments, and accountability. We have done no more, Warner argues, than conditioned students to perform "writing-related simulations," which pass temporary muster but do little to help students develop their writing abilities. This style of teaching has made students passive and disengaged. Worse yet, it hasn't prepared them for writing in the college classroom. Rather than making choices and thinking critically, as writers must, undergraduates simply follow the rules'such as the five-paragraph essay'designed to help them pass these high-stakes assessments.
In Why They Can't Write, Warner has crafted both a diagnosis for what ails us and a blueprint for fixing a broken system. Combining current knowledge of what works in teaching and learning with the most enduring philosophies of classical education, this book challenges readers to develop the skills, attitudes, knowledge, and habits of mind of strong writers.
Part I: IntroductionOur Writing ""Crisis""Johnny Could Never WriteThe Writer's PracticeThe Five-Paragraph EssayPart II: The Other NecessitiesThe Problem of AtmosphereThe Problem of SurveillanceThe Problem of Assessment and StandardizationThe Problem of Educational FadsThe Problem of Technology HypeThe Problem of FolkloreThe Problem of PrecarityPart III: A New FrameworkWhy School?Increasing RigorThe Writer's PracticeMaking Writing Meaningful by Making Meaningful WritingWriting ExperiencesIncreasing ChallengesPart IV: Unanswered QuestionsWhat about Academics?What about Grammar?What about Grades?What about the Children?What about the Teachers?In ConclusionAcknowledgmentsAppendixNotesIndexAbout the Author
""I wanted direction on how to better teach writing, and I got it'sample assignments that I can tweak to fit my classroom and discipline in marvelous ways. But I got so much more. I closed the book feeling energized and motivated to go back to the classroom and make changes. In fact my first reaction, as I finished, was 'I have to go write about this!' Which so perfectly encapsulates so much of what John would like to see us do as learners that I couldn't help but laugh.""
