I found myself shaking my head in agreement SO often while reading about the basic writing dilemma. Of course that didn't surprise me. Rather, it frustrated me that we continue to toss around the blame and the problem still exists - even 30 years (or longer) later. Wow.
Mina Shaughnessy hits the nail on the head on the first page of "Diving In" (VV, 311) when she references the phrase "catching up." Even though she wrote about this in 1976, I hear this phrase almost daily - and it's 2008. In fact, as I write this, courses are being developed at my school to "catch kids up" and "double dose" them in math and reading so they can "meet standard." It makes me want to throw up.
Although her developmental scale for teachers is not new to me, it so so relevant even today. Not only does it hold true for basic writers; but it also exists for basic readers and basic mathematicians. I had a conversation just last year with a second year teacher who wondered how she could have a whole class fail. I listened to her lament about all the things the students weren't doing (not doing their homework, not studying for tests, etc). I encouraged her to step back and see if the tasks she assigned were meeting the needs of her students. In the most non-threatening way that I knew, I queried whether there was anything that she could do differently. Honestly, I don't think she ever thought about that. I'd like to say that this was a revelation and that she just changed everything to try to better meet their needs. But, this story doesn't have that kind of an ending.
I know this scenario happens in schools everywhere in every subject and in every grade. I just read a letter to the editor in The Patriot News that suggested we move forward with the final exit exams for seniors because students have to do their part and learn when information is presented. Of course I agree that students must be involved in their learning. That's a no brainer. But, as in the case of the basic writing dilemma in colleges and high schools everywhere, the teacher has a huge a responsibility to look at "the task s/he is asking to students to perform "(VV 316) and ensure that it serves the purpose for which it was designed.
"But as we come to know these students better, we begin to see that the greatest barrier to our work with them is our ignorance of them and of the very subject we have contracted to teach." Yeah.
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I agree that there are basic difficulties with the concept of "catching-up". How can we build on a foundation when the individual learner is stuck in the "learn for the test" mode? I hear that so often in this class. I am reminded of the level of expectations that these tests bring to the class room. Now a graduation test? That just seems to be replacing the "Johnnie-can't- read Syndrome of the past. There should be a love of learning that is adjusted to the individual. But such methods of education require commitment from many-local school boards, teachers, parents, and Government. I had three children with different interests, learning styles, and capabilities. The one thing I stressed was do not be afraid of making a mistake, correct it, and learn from it. These tests do not allow for growth in the individual
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