February+21,+2012+-+Anson+Response

l “Closed Systems and Standardized Writing Tests” by Chris M. Anson

My favorite quote from this article is “Good writing instruction, then, assumes that it is important for learners to experience a range of writing tasks, contexts, and purposes, and that it is better for them to gain adaptive expertise than a narrowly defined set of skills relevant to a specific, artificial genre (such as a test essay)”(118). As I shouted out an “Amen” after reading this quote, I then had to reflect that, if I was still a catholic, I might consider going to confession to clear my conscience. I am guilty of preparing my 7th grade students for the MEAP essay writing tests that takes place each fall. With barely three weeks to go over narrative and expository essay writing before the big day, I, unfortunately, teach the prescribed five paragraph essay. It pains me while doing this, and I even apologize to my students for putting them through this, as I promise that once they demonstrate they can do this task, I will make writing fun and exciting the rest of the year. As in Anson’s paragraph titled //Open and Closed Discursive systems and the Problem of Transfer//, theorists describe an open system, “as constantly evolving, contextually mediated, and contextually determined practices, influenced by social and institutional histories, conventions, and expectations” (114). The point is made, are we really helping our students develop the skills needed to be true writers, writers with voice, preparing them for their future and professional careers, or just the ability to jump through hoops with the ability to write a five paragraph essay in order to pass standardized tests that make them look like they are college ready. The disservice to them is that what we are teaching does not transfer to other areas, and furthermore may destroy a positive outlook toward writing in general. I especially like the example of the importance of working in an open system and the ability to transfer knowledge and skills across the contexts. Anson uses an example of someone given a script for a 30-minute tour guide, and then being asked to write a script. Although the distance between these two activities is great, if the writer has been exposed to a variety of writing tasks and contexts this student should be able to use his/her skills to accomplish the task. Do our students have this ability to transfer what they have learned in one task over to another? Can they ask those critical questions such as, who is my audience … I also couldn’t help but pay attention to what Karen Klein said about the SAT scores. Some of my former students have told me that they are taught that specific formula found on page 121 to prepare for their ACT and SAT tests. All of them thought it was too scripted and inhibited their voice in the essays, yet the teachers were adamant about them following this prescribed formula. The big question is how do we stop the madness?