So cute yet so real.
Between the images of lovable hedgehogs and wholesome memes, I spotted this adorably drawn gif/photo hybrid.
After laughing for a minute, I realized that behind the flashy stripes the meme revealed the unfortunate reality of writing. Today, students have a negative attitude towards learning, as seen int the endless procrastination and fear of assignments. This behavior extends strongly towards English and writing since students find it harder to wiggle their way out of it. Besides Sparknotes and a class Facebook group, few resources for “b***s***ing” reading and writing assignments exist. As a result, students find themselves in a situation without the safety net of the insightful Internet sources.
Who’s to Blame?
I’ve always heard fellow classmates complain, “My teacher’s literally the worst. She just assigned this today and it’s due Friday. And it’s 8. Pages. LONG.” When you put it like that, it obviously sounds like the instructor is at fault. But in reality, the work is perfectly capable of being completed if the student chooses to start now instead of cramming it into the last hour.
The point of that example is to reveal that students hate writing because it’s hard to wing it, particularly at the last minute. Compare this to the fact that I could search up the answers to last night’s math homework and receive full credit on the assignment all in 10 minutes with minimal effort. Writing requires deep, critical thinking which is something Millennials today find difficult, simply because it’s not the easy way out. It requires one to form an argument, analyze essential sources and quotes, and use them as strong evidence. It is a lengthy, complex process. It challenges the individual to ask “Why?” in a age where students have only learned to ask “What?”. After all, having all the power of technology at their fingertips makes it hard to resist searching answers for every single homework assignment.
Now Why Can’t Everything Be Different?
I believe that a main reason for this attitude is a lack of pure interest and passion in the work being done. I agree that writing about Shakespeare’s Macbeth can become incredibly dry and dense. But, not all writing has to be that way.
Other forms of writing such as research and narratives allow students more flexibility in having a powerful voice and an interesting point. The problem is that there are not enough of these assignments in the majority of English curriculums.
This may be a result of the concept that topics of such flexible assignments can conflict with the academic purpose of them. Writer of “They Say, I Say” and English Professor at The University of Illinois, Chicago, Gerald Graff elaborates on this perceived tension between topics seen as intellectual and non-intellectual. In “Hidden Intellectualism”, he explains that, “Making students’ nonacademic interests an object of academic study is useful, then, for getting students’ attention and overcoming their boredom and alienation” (Graff). Allowing them to investigate in interesting topics can be a source of motivation for reading and writing critically. The combination of the world of academics and that outside it gives students the ultimate tool towards enjoying writing. Thus, this concept creates path in English for students that not only leads to success but also passion.
Relating to Researching
The same attitude the boy in the meme employs is especially prevalent when it comes to research projects. Seen as never-ending and tedious, they’re usually extremely comprehensive and thorough about a specific topic. The requirements like these cause students to feel annoyed and rush to complete it.
Yet, research projects often give students more flexibility to choose what topic to investigate in. Research does not get the credit it deserves because students fail to take advantage of the opportunity to dive into a subject they’re passionate about.
Thus, there is no reason that students should hate research essays, even if it is just another paper to them.
Thanks for reading!
Works Cited
Graff, Gerald. “Hidden Intellectualism.” They Say, I Say: The Moves That Matter in Academic Writing.” Ed. Gerald Graff, Cathy Birkenstein and Russel Durst. New York: W. W. Norton, 2006.