Hiya,
Just my 2 cents on the return of the 5 paragraph essay as part and parcel of
the back-to-basic agenda. A friend of mine who teachs ESL students made a
good case for her use of it. She said that English grammar works primarily
with the notion of subordination. Also, our essay is all about subordinating
sub-points under a thesis statement, etc. Ditto for paragarph development.
She says that in other cultures this linear progression is not necessarily
the case. Some structure their essaylike writings on the circle, the
zig-zag, the near Biblical freight-train style of "and the rain descended
and the floods came, and the winds blew" and other such intriguing forms.
Said friend feels that she must teach her ESL students the 5 paragraph essay
in order to introduce them to the logic and structure used to write academic
papers. Of course, her students don't just write 5 paragraph essays, but
they start out doing so.
I hear what she's saying. As English goes global, we can't expect all the
international students flooding into our courses to have the same intuitive
grasp of the rules and forms we have been teethed on. We can scoff at and
break the rules of the five paragraph essay easily, because they are second
nature to most native speakers. But what about our students with ESL
backgrounds??
It's similar to the argument that the first wave of poets to write
free-verse, ie. William Carlos, Ezra Pound, H.D. were the best, because they
had internalized the rules of formal verse and could echo, or break them at
will. In otherwords they/we have had the proper ear-training..... But is
this the case with all are students no matter where they hail from??
Best, Charlotte Hussey
-----Original Message-----
From: CASLL/Inkshed [mailto:[log in to unmask]]On Behalf Of
[log in to unmask]
Sent: May 29, 2004 3:40 PM
To: [log in to unmask]
Subject: Re: more on computerized grading
How sad that only the first letter writer is a teacher.
Rob Irish
Quoting Graham Smart <[log in to unmask]>:
> In doing a search of the LA Times, where Sartwell's piece was published, I
> found three letters-to-the-editor responding to it. I thought folks
> might be interested in seeing the letters, so I've copied them below.
>
> Graham
> -----------------------------
> LETTERS TO THE EDITOR
> Writing Formulas in Schools and Grading by Computers
>
> May 24, 2004
>
> Re "The Lobotomized Weasel School of Writing," Commentary, May 20: I
> vehemently disagree with Crispin Sartwell's characterization of the
> five-paragraph essay as "hoo-ha." While he explains that writing "ought to
> nurture and give shape to thought," he fails to understand that this essay
> format allows for the organization of thought, thus allowing for coherent
> shape.
>
> Writing an essay is much like giving a presentation to an audience. The
> presenter needs to clearly and simply introduce the subject or argument,
> then enumerate and develop subtopics that provide supporting information.
> It is important to restate the thesis near the end of an essay in an
> original and powerful manner, as this is the last chance the writer has to
> convince the reader of the validity of the information presented.
>
> I begin this format with my ninth-graders and push them to expand the
> number of paragraphs when the essay's depth calls for it. From 10th grade
> on, students are encouraged to shed the "five-paragraph habit" while
> continuing to adhere to its basic principles.
>
> Also, Sartwell would have been better served to offer a strong thesis
> statement near the beginning of his epithet-filled commentary.
>
> Eric Burgess
>
> Rosemead
>
> ***
>
> The computer is a truly magnificent thing, with any number of useful
> applications. But if Sartwell is correct, it has put us on a slippery
> slope. The notion that the computer can grade essays is mind-boggling.
>
> What next, the computer-written essay? One click of the mouse for entire
> phrases, sentences, paragraphs? Not to worry; no one will read the
> product, just the computer, which will scan the work for the appropriate
> words — never mind in what order — and assign a grade: Pass or fail, pick
> up your diploma on the way out.
>
> Francis B. Kent
>
> North Hollywood
>
> ***
>
> The topic of this topic sentence is the thesis that Sartwell is right on.
> The three arguments of this paragraph are that, firstly, out of a laudable
> democratic attempt to make writing accessible to all, the American
> education system has produced a teachable formula for essay writing.
> Secondly, in the struggle to fill in the blanks in the formula, good
> writing becomes impossible. And thirdly (no, not allowed to start a
> sentence with "and"), there is no longer space for thinking.
>
> My two daughters have found the formula intimidating, stultifying and a
> handicap rather than a help. In trying to write this letter according to
> the rules, I now appreciate their struggles. To me, there are only two
> rules for writing, or rather, two questions to ask oneself. One, what am I
> wanting to say? Two, how am I going to say it? Weasels begone!
>
> Hilary Henson
>
> Pacific Palisades
>
>
> ***************************
> Graham Smart
> Assistant Professor
> University of Wisconsin-Milwaukee
> College of Letters and Science
> Department of English
> 439 Curtin Hall - P.O Box 413
> Milwaukee, Wisconsin 53201
> Office phone: (414) 229-2990
> e-mail: [log in to unmask]
> ***************************
> www.sierraclub.org
> www.savebiogems.org
>
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