Why Journalists Shouldn’t Write about Education

Over the past couple of days, I have watched almost universal praise for Dana Goldstein’s Why Kids Can’t Write*. Since those sharing this article have tended to be people and organizations that I respect, my own response has been tempered—even though I recognize in the overview of teaching writing the same problems with edujournalism I have been confronting for many years.

Other than Jim Horn’s challenge that Goldstein takes the “blame the teachers” route and former NCTE president Douglas Hesse’s letter posted at his blog, many in the writing and teaching writing community have posted and shared this article without challenge, and several have added that Goldstein does a more than adequate job covering the landscape of teaching writing.

The irony here is that this article on the failures to teach students to write is a model for both typical mainstream journalism and everything wrong with mainstream journalism: the breezy recounting of a complex field within which the journalist has no real experience or expertise and the “both sides” coverage of complex issues that treats “sides” as somehow equally credible.

The key problems in this piece can be unpacked in a few claims made by Goldstein.

Early, Goldstein asserts (without any link to evidence):

Focusing on the fundamentals of grammar is one approach to teaching writing. But it’s by no means the dominant one. Many educators are concerned less with sentence-level mechanics than with helping students draw inspiration from their own lives and from literature.

What is profoundly garbled here is a conflating of what the field of teaching writing shows through research and what teachers actually do in their classrooms.

The reality of 2017 and how students are taught writing is best reflected in a comment by former NCTE president Lou LaBrant from 1947:

A brief consideration will indicate reasons for the considerable gap between the research currently available and the utilization of that research in school programs and methods. (p. 87)

Isolated grammar instruction has been shown to have almost no transfer into student writing, and George Hillocks (among others) detailed that traditional grammar exercises could even make student writing worse.

However, I invite Goldstein and others to visit classrooms and, better yet, simply read through the Connected Community’s Teaching and Learning Forum (NCTE) where weekly English teachers voice their continued commitment to “[f]ocusing on the fundamentals of grammar.”

I want to come back to this point with another example below, but next, Goldstein wanders into the fatal flaw of edujournalism with this splash of evidence:

Three-quarters of both 12th and 8th graders lack proficiency in writing, according to the most recent National Assessment of Educational Progress. 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 successfully complete a college-level English composition class, according to the company’s data.

Poor writing is nothing new, nor is concern about it. 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. By requiring students to learn three types of essay writing — argumentative, informational and narrative — the Core staked a claim for writing as central to the American curriculum. It represented a sea change after the era of No Child Left Behind, the 2002 federal law that largely overlooked writing in favor of reading comprehension assessed by standardized multiple-choice tests.

The relentless and uncritical faith in what standardized tests tell us is one of the great problems with edujournalism across all discussions of education, but with writing, this is particularly problematic since standardized testing of writing is universally horrible, lacking validity and itself providing the context for why the teaching of writing is in fact inadequate.

Again, Hillocks has carefully analyzed that one of the most negative influences on teaching students to write has been the high-stakes testing movement. Teachers and their students have become slaves to state-level and national tests of writing that make writing to prompts and conforming to anchor papers as well as rubrics supersede any authentic writing goals that were endorsed by important movements such as the National Writing Project (a key focus of Goldstein’s article).

As I noted earlier, the irony is that a professional journalist’s piece in the NYT fails to provide the sort of credible evidence that many would expect as essential to student writing.

Just as test data are accepted on face value, Goldstein embraces an even worse source for her foundational claim of blame:

The root of the problem, educators agree, is that teachers have little training in how to teach writing and are often weak or unconfident writers themselves. According to Kate Walsh, president of the National Council on Teacher Quality, a scan of course syllabuses from 2,400 teacher preparation programs turned up little evidence that the teaching of writing was being covered in a widespread or systematic way.

Kate Walsh and NCTQ have no credibility in writing instruction, and worse yet, their so-called research on teacher education has been exposed as ideologically corrupted and methodologically inept, especially the syllabus studies noted by Goldstein.

Here I want to link this misplaced use of Walsh/NCTQ and the first point above.

Goldstein’s article flirts with some very important issues about why the teaching of writing does continue to be mostly inadequate across the U.S. But the entire piece could have been saved by simply seeking out the research on that exact problem, research that already exists in a highly accessible form—for just one example, Applebee and Langer’s Writing Instruction That Works: Proven Methods for Middle and High School Classrooms.

Applebee and Langer have conducted multiple studies over many years examining what actually happens in terms of writing instruction in classrooms as well as what teachers know and how that is reflected in their practice.

Broadly, Writing Instruction That Works reveals, as I highlighted in a review for TCR:

In Chapter Two (Writing Instruction in Schools Today), Applebee and Langer (2013) lay the foundation for what becomes the refrain of the book: “Overall, in comparison to the 1979–80 study, students in our study were writing more in all subjects, but that writing tended to be short and often did not provide students with opportunities to use composing as a way to think through the issues, to show the depth or breadth of their knowledge, or to make new connections or raise new issues…. The responses make it clear that relatively little writing was required even in English…. [W]riting on average mattered less than multiple-choice or short-answer questions in assessing performance in English…. Some teachers and administrators, in fact, were quite explicit about aligning their own testing with the high-stakes exams their students would face” (pp. 15-17).

Their substantial work from 2013 offers as well some key points that I outlined as follows:

  • Across disciplines, students are being asked to write briefly and rarely, with most writing falling within narrow templates that are unlike discipline-based or real-world writing.
  • Teachers tend to know about and embrace the value of writing to learn content, but rarely implement writing to achieve rich and complex examinations of prior or new learning.
  • Student technology savvy is high (notably related to social media), while teacher technology savvy remains low. Technology’s role in teaching and learning is detailed as, again, narrowed by high-stakes testing demands and “primarily…used to reinforce a presentational mode of teaching” (Applebee & Langer, 2013, p. 116). These findings call into question advocacy for greater investments in technology absent concern for how it is implemented as well as raising yet another caution about ignoring research showing that technology (especially word processing) has the potential to impact writing positively if implemented well.
  • While English language learners (ELLs) tend to be one category of students targeted by education reform and efforts to close achievement gaps, high-stakes testing and accountability stand between those students and the potential effectiveness of extended process writing in writing workshop experiences.
  • Like ELL students, students in poverty suffer the same fate of disproportionately experiencing narrow learning experiences that focus on test-prep and not best practice in writing instruction: “By far the greatest difference between the high poverty and lower poverty schools we studied stemmed from the importance that teachers placed and administrators placed on high-stakes tests that students faced. In the higher poverty schools, fully 83% of teachers across subject areas reported state exams were important in shaping curriculum and instruction, compared with 64% of their colleagues in lower poverty schools” (Applebee & Langer, 2013, p. 149).
  • One important counter-narrative to the education reform focus on identifying top teachers is that Applebee and Langer (2013) note that when teachers have autonomy and implement best practice, high-poverty students outperform comparable high-poverty students in classrooms “with more traditional approaches to curriculum and instruction,” driven by test-prep (p. 148).

But, again, what is incredibly important about causality in Applebee and Langer’s analysis, and what is totally subsumed by Goldstein’s focus on teachers, is that the standards and high-stakes testing movement killed the path to authentic writing instruction begun by the National Writing Project in the late 1970s and early 1980s (I outline that phenomenon in a chapter on de-grading the writing classroom).

Teachers and their students are being held accountable for writing standards and high-stakes tests—and everything we know about teaching writing well be damned.

On balance, then, Goldstein fails to expose accurately why students can’t write by glossing over the field of teaching writing without the care and expertise that topic deserves and by depending on weak evidence at the exclusion of a wealth of evidence that powerfully addresses the exact problem she seeks to examine.

Writing and teaching writing are highly complex fields, but we have a great deal of research, we do know how to teach writing well, and the field of composition, like all vibrant fields, remains a living thing driven by debate and investigation.

If we need a simple statement, then, on why students can’t write, let me offer something to consider: Students can’t write well because teachers are blocked from teaching well, and thus, the wall that must be torn down so both can excel is the standards and high-stakes testing movement.


* Goldstein’s title alludes to one of the worst but also enduring works ever on literacy, Why Johnny Can’t Read. This book spurred the school-bashing movement and engrained some of the most negative attitudes about literacy still remaining in the U.S. See Revisiting Content and Direct Instruction.

See Also

9 Misconceptions About Student-Centered Writing Instruction by @HeinemannPub

10 Myths about Learning to Write (NCTE)

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2 thoughts on “Why Journalists Shouldn’t Write about Education

  1. Pingback: “Why Kids Can’t Write” Without Time, Choice, Authenticity, and Feedback « Used Books in Class

  2. Pingback: Teaching Writing – WAC Words at Witt

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