What Gets Written Down is Important

Chapter 18 "History of Schools and Writing" by David R. Olson in the Handbook of Research on Writing, continues to build my educational foundation of the historical perspectives on the role of schools as literate institutions. The formalized system of schooling continues to determine how reading and writing are viewed and valued in our classrooms today. I laughed to myself after reading in Chapter 18, "Children learn that talk is cheap; what gets written down is important" (Olson, 2008, p. 286). Earlier in the week, my colleague, Gail, came to my office after teaching her "Introduction to Early Childhood" course for preservice teachers. She told myself, and a fellow colleague, that she had just had an epiphany while teaching. She was discussing with her students the writing of lesson plans with an emphasis on developmentally appropriate practices, and turned and wrote the word "objectives" on the chalkboard. As Gail turned around, she witnessed twenty students writing the word "objectives" in their respective notebooks. Just the act of the teacher writing something, anything, on the chalkboard, was enough motivation for students to copy the word. The students were perpetuating the notion that anything written down by the instructor was important, regardless of the fact that Gail had spent a considerable amount of time discussing other aspects of the lesson plan assignment verbally. She stated that very few students seemed engaged or wrote anything in their notebooks during the lecture format. Gail admitted that she herself, is not a visual learner. Therefore, she conducts most of her classes in a lecture format, uses very few Power Point presentations, or other forms of notes/handouts to disseminate her information. She feels it is the students' responsibility to listen and note important information during her sessions. This, however, has led to some apathetic students who seem disengaged during her classes, or perhaps, unable to differentiate the information of critical importance. This makes me wonder...Does Gail need to change or enhance her teaching practices, or do her students need to learn the art of notetaking?

The importance of writing down pertinent information has been ingrained in students for the past few centuries, when reading competence began to be assessed on the written responses that students provided. No longer were oral recitations the norm, and a way for instructors to view the strengths and weaknesses of a child's literary skills. Instead, it was through the written word that teachers began to discern who was a skilled reader. "Today, ironically, children's reading ability is assessed almost exclusively through writing, that is through written tests" (Olson, 2008, p. 286).

The reliance on high stakes testing, entrance examinations to colleges and universities, and certification examination, such as Praxis II, are all written assessments of students' competence. This fact strengthens the importance of writing instruction in today's schools, from early childhood to college classrooms. Too often, students are able to articulate their knowledge and understanding of a subject, but fail to demonstrate that same understanding in a written format.

Through recent readings, past and current research, and personal reflection, I have narrowed my literacy interests and line of inquiry, which now includes a specific focus on writing. I am looking forward to sharing my growing passion later this semester.