More than half of first-year students at Harvard failed an entrance exam in writing — in 1874.
But the Common Core State Standards, now in use in more than two-thirds of the states, were supposed to change all this.
As part of its program at Nassau Community College, in a classroom not far from the one where the teenagers were working on their college essays, a group of teachers — of fifth grade and high school, of English, social studies and science — were honing their own writing skills.
They took turns reading out loud the freewriting they had just done in response to “The Lanyard,” a poem by Billy Collins.
A separate 2016 study of nearly 500 teachers in grades three through eight across the country, conducted by Gary Troia of Michigan State University and Steve Graham of Arizona State University, found that fewer than half had taken a college class that devoted significant time to the teaching of writing, while fewer than a third had taken a class solely devoted to how children learn to write.
The organization was founded in 1974, at the height of the process-oriented era.
Calkins, founding director of the Reading and Writing Project at Teachers College, Columbia University, a leading center for training teachers in process-oriented literacy strategies.
But policy makers “blew it in the implementation,” she said.
But she was struggling with how to get started and what exactly she wanted to say.“What voice in my head? “I don’t have one.”Lyse needed a sense of “ownership” over her writing, Ms. And 40 percent of those who took the ACT writing exam in the high school class of 2016 lacked the reading and writing skills necessary to complete successfully a college-level English composition class, according to the company’s data.
Poor writing is nothing new, nor is concern about it.