By: Madeleine Van Delden
Second-Year Tutor + Writing Center Co-President
Being a senior writing center tutor, I like to look back and reflect on the practices of my teachers. In my classrooms, the phrase, “good writing” was thrown around when discussing grammar, punctuation, and structure. More often than not, we would practice editing each others writing with bright markers, cutting out and adding in as we saw fit. Some of my peers hated writing, and I can see why. The feeling of your writing being thrown away in front of you can be compared to hopelessness. Instead of fostering the ideas already on the page, they are replaced with what “should be said.” This has shifted writing away from its intended purpose and causes young students to fall out of love with the subject.
When English classes start to revolve around only one type of writing, students will start to achieve this standard, a standard that is constantly changing based on the classroom and teacher. Writing with a sense of purpose and thinking outside of the box are no longer welcome in these focused classroom environments. If there is only one type of writing and therefore a single way of thought, the point of my writing becomes mute. Carmen Kynard summarizes this problem in “New Life in this Dormant Creature,” by stating, “we never ask the questions: what the hell students writin? for whom?” When teachers are unable to understand the significance of the writing piece and the context the student is writing in, the barrier between the two becomes worse.
Once, a student came into the writing center and shoved their laptop to my side of the table. As they took a seat, they let out a deep sigh and asked me to “fix everything.” I took note of their indifference towards the paper and asked them to describe what they would like to work on in the session. But as I placed the laptop between us, I noticed all of the long comments and highlights throughout the page. It was clear that the comments made were not done by the student sitting next to me, but their teacher and peers. I could see the defeat the student must have taken after the correction process and explained to them that isn’t the Writing Center’s goal. Once we got over that barrier, the session changed into something more positive with the student reading allowed their own work and adding in what they felt was needed. The paper changed from something that was clearly written for a teacher into something the student wrote for themselves.
Both problems (an unfair writing standard and students developing hate for writing) will be difficult to change in a short amount of time across a high school or middle school. The issue is not just manifested within one teacher, but a multitude of teachers over the years of a students education. However, educators can start by using a growth mindset, for themselves and their students, to promote a healthy attitude towards writing. Carmen Kynard reminds us of the systemic pressures children in education are facing and the unfair ways students are expected to write. Students are no longer taking ownership for their papers because they believe what they’ve written doesn’t truly belong to them. As tutors, it is our job to celebrate all writing and all writers.