What do you like about reading? For me, it is the constant interaction between myself and the characters. I love, especially, getting the chance to interact with people I might otherwise never meet in real life. Reading has always been enjoyable, a way to set aside the day to day, moment to moment minutia of my life and to become immersed in someone else's moment. But it has always bothered me, as a teacher, that perhaps because of the way we teach writing, we destroy any chance for the child who will not become a poet, or a novelist, or an English teacher, to love reading in this very way.
English teachers begin each year talking to parents about instilling a lifelong love of reading in their children. Most of us give an inner chuckle when when we say these words, as unless you are new to the profession, you know that this very rarely happens. Most kids suffer through our books. At best, they enjoy them as they read them, and suffer through the post-mortem. But if we break it down, the reason most students hate the books we teach, has nothing to do with the book itself. If given the time and space to read the book on his/her own, the student might actually enjoy the story. But we don't let that enjoyment blossom. Let me give you some insight into the current process for grades 8-11 standard English classes.
I give my students a book/play (let's call it The Crucible by Arthur Miller for the sake of this exchange). I, as the knowledgeable one in the front of the room, give them some background information (stressing the fact that there are witches involved to get them interested) about Puritans and the beginnings of America, and the colonies at the time. I then tell them that a theme they will be asked to prove is that "Absolute Power Corrupts Absolutely." We talk about this a bit, and then as we read, we look for this theme to be proven accurate. It must be true because I said it was true. I am the teacher. I know these things. As we read, we discuss the characters and their actions, but I have already set them up to look for theme. They know that they will write an essay at the end of the play, proving this theme to be true. As a direct result of this, as they read, they become miners, jotting down page numbers and quotes. If I want their work to be their own, this clear objective makes it difficult to allow them to work in groups. This objective also makes it difficult for any original thought to happen at any time. However, what this objective does do, is let me assess one thing, and one thing only, very well. This type of writing works brilliantly for testing and assessment purposes. It feeds into our societal need for evaluation very well. At the end of the unit, I can prove that my students can use textual evidence to prove that a theme exists in a book/play. (Now is where you applaud my fantastic, if uninspired, teaching!).
What if, instead, I handed them this same play. I gave them some background information about the time period, maybe had them do some of their own research to inspire their curiosity. And then, instead of telling them what to look for, I said "As we read this play, find something that intrigues you. Find a character with whom you feel a connection (it doesn't have to be a positive one!) and delve into that. Think about how this connection changes throughout the play. Think about why you feel strongly about a moment in the play or about a character. What enrages you and why? Bring your own background to bear on this play. What is it about your context that inspires you to feel as you do? At the end of the unit, you will choose what to write your Literary Inquiry about. You will find a focus as you read, and see how it develops. Then, you will come up with a thesis statement. Perhaps it will be about a theme you found interesting, perhaps not. Perhaps it will be an in-depth analysis of the actions and reactions of a specific character. But, regardless, it will be up to you. I will aid you in clarifying your ideas, but the writing will be powered by your mind, not mine. We will work in groups to bounce ideas off of each other, because our brains work better that way. We will collaborate and think about why this play resounded, as it did, for so many, for so long. As you read, look for an idea or a moment or a character and OWN it. And then you will write about it."
Of course, this will terrify some kids. Most of my students would choose passivity any day of the week. They would much rather that I tell them what I want them to do, so that they can just do it and get on with their lives. But, on the other hand, think of the freedom that I have just given them. I have just told them that what they think matters. I have given them the opportunity to embrace their backgrounds and use them to analyze and understand someone else's background. I have given them the chance to read for the pleasure of the language and characterization, as long as they remain active in this reading.
This will also terrify some teachers. The system we use is easy. Formulaic essays are easy to grade. The student did or did not do what was asked. However, in the process, the student has learned little. And after high school, these same students will never be asked to write the five paragraph formulaic essay again. So for what have we actually prepared them? College teachers want to see that students can think. Bosses want to hire young adults who can analyze a situation quickly and come up with a solution...ON THEIR OWN. We are not preparing students for either eventuality. And until we give them authority, until we tell them that their thoughts and ideas matter, we are doing them a disservice.
Now, don't ask me how to develop a nationwide standardized test to see if I'm right. That's another conversation altogether.
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