Literacy: July 2008 Archive Page

A good feature from the New York Times:

Young people "aren't as troubled as some of us older folks are by reading that doesn't go in a line," said Rand J. Spiro, a professor of educational psychology at Michigan State University who is studying reading practices on the Internet. "That's a good thing because the world doesn't go in a line, and the world isn't organized into separate compartments or chapters."

Some traditionalists warn that digital reading is the intellectual equivalent of empty calories. Often, they argue, writers on the Internet employ a cryptic argot that vexes teachers and parents. Zigzagging through a cornucopia of words, pictures, video and sounds, they say, distracts more than strengthens readers. And many youths spend most of their time on the Internet playing games or sending instant messages, activities that involve minimal reading at best.

[..]

Nadia also writes her own stories. She posted "Dieing Isn't Always Bad," about a girl who comes back to life as half cat, half human, on both fanfiction.net and quizilla.com.

Nadia said she wanted to major in English at college and someday hopes to be published. She does not see a problem with reading few books. "No one's ever said you should read more books to get into college," she said. -- Motoko Rich

Where to begin? Where to end? Lots of food for thought.

Former editors protest and lament the discontinuation of a literary staple:

The dismantling of the Sunday Book Review section and the migration of a few surviving reviews to the Sunday Calendar section represents a historic retreat from the large ambitions which accompanied the birth of the section.

To be sure, no section of any newspaper can remain hostage to past ways of covering the news of the day. We are convinced, however, that the way forward is to increase coverage of our literary culture -- a culture that every day is more vibrant and diverse in the thriving megalopolis of Los Angeles.

Angelenos in growing number are already choosing to cancel their subscriptions to the Sunday Times. The elimination of the Book Review, a philistine blunder that insults the cultural ambition of the city and the region, will only accelerate this process and further wound the long-term fiscal health of the newspaper.

I have no interest in the now clichéd grumblings over English departments and their esoteric if not onanistic engagement in high-octane literary theory. I will only say that there is merit to the criticism. On the whole, however, such censure really isn't going anywhere; these exercises in cryptic marginalia are simply what we do, much in the same way that hyenas eat carrion. Both have their place, and whether one is more useful than the other is a matter for disputation.

My questions are more practical, if not more overtly political: Why is the teaching of writing so readily given over to the novitiate? If writing is that important as a university and life skill, why do we assign its teaching to graduate students and part-time instructors? Where are the associate and full professors of English, for it is exceedingly difficult to find them in writing classrooms?

[...]

Teaching writing -- and doing it well -- is a taxing business. It means thinking about course objectives and how to achieve them in a very practical way. It often means our learning how to impart skills that may come naturally to people whose inclinations and talents lie elsewhere. As a graduate student, my initial experiences in the composition classroom were marked by confusion and fear. I had a general inclination about what a good paper looked like -- having written a few -- but I also had almost no idea how I did it. My process had been to write and rewrite until it felt about right. How and what I was supposed to impart to others out of my intuitive sense of what worked and what didn't escaped me completely. I began to think that I was there because no one else wanted the job. --William Major