Why Writing Matters
Sean Holiday
Professor Yomtobian
African Studies A & B
27 October 2015
Presentation Overview
Goal
To explain the current “writing
crisis” in American universities,
and propose solutions.
Agenda
1. Data snapshot
2. Overview of challenge
3. Underlying causes
4. Potential solutions
5. Questions
Data Snapshot
4 out of 5 college
students are not
proficient writers
27% of college
students can write
competent essays,
even with spell check
and a thesaurus
Source: National Center for Education
Statistics and the National Center for
Educational Progress
Source: National Center for Education
Statistics
Almost 20% of college
students have to take
remedial writing
courses as freshmen
US businesses spend
$221 million annually
on remedial writing
training
Source: US Department of Education
Source: National Commission on
Writing
What is
your oneword
reaction
to these
data
points?
The Challenge
1. In general, students are not demonstrating basic writing
competencies (Aalai).
2. Standardized tests have shown ongoing declines in
grammar, syntax, and analysis skills (Westin).
3. Compared to other countries,
US standards for writing continue
to fall (McGuire).
Some Causes
1. Students are not writing frequently enough (Eberly
Center).
2. Students are writing low-level papers, like personal
opinion essays, when they do write (Eberly Center).
3. Writing tends to always be less
than five pages long (Chronicle
of Higher Education).
What do you think?
1. Since 9th grade, I have written frequently enough to
prepare me for college-level writing.
2. Since 9th grade, I have regularly written high-level papers
that require me to analyze text, make critical
arguments, and find solutions to problems.
3. Since 9th grade, I have written many papers longer than 5
pages.
1
Strongly
Disagree
2
Disagree
3
Agree
4
Strongly
Agree
Some Solutions for TASOK
1. Teachers should be expected to have students produce
10-15 longer papers every year.
2. At every grade level, students should write high-level
papers focusing on analysis and finding solutions, rather
than telling stories or sharing personal opinions.
3. At the end of every grade level, students should write
longer and longer papers. For example, 7 pages by the
end of 9th grade and 15 pages by the end of 12th grade.
Which solution do you think TASOK should focus
on first? Why? What other solutions do you have?
Closing Words, Questions,
& Feedback
Works Cited
"12 Data Points Detailing The Crisis Of Poor Writing In America." 12 Data Points Detailing The Crisis Of Poor
Writing In America. Teach Thought, 06 Nov. 2012. Web. 6 Nov. 2014.
Aalai, Azadeh. "Why Can’t College Students Write Anymore?" The First Impression. Psychology Today, 21 Feb.
2014. Web. 6 Nov. 2014.
McGuire, Julie. "Teaching of Basic Literacy Skills Is Being Eroded in Our Schools."Teaching of Basic Literacy
Skills Is Being Eroded in Our Schools. South China Morning Post, 06 Jan. 2014. Web. 6 Nov. 2014.
Toppo, Greg. "Most Students Still Can't Write Respectably." USA Today n.d., K-12 Case Study ed.: n. pag.
Print.
Westin, Sofia. "Social Media Eroding Skills?" Social Media Eroding Skills? Philadelphia Enquirer, 06 Apr.
2013. Web. 6 Nov. 2014.
"Why Are Students Poorly Prepared to Write - Teaching Excellence & Educational Innovation - Carnegie
Mellon University." Why Are Students Poorly Prepared to Write - Teaching Excellence &
Educational Innovation - Carnegie Mellon University. Eberly Center for Teaching Excellence &
Educational Innovation, n.d. Web. 04 Nov. 2014.