Rebecca Schuman's "The End of the College Essay" outlines the problem with the college essay. She claims it is hated by students and professors alike, and cites her own experiences as a professor at the University of Missouri-St. Louis. She believes it to be a waste of both their time and an outdated requirement.
She opens with this: "Everybody in college hates papers. Students hate writing them so much that they buy, borrow, or steal them instead."
Generalization number one. Overstatement number one. Do you think all of us majoring in the humanities are just trudging through from one paper to the next all the while hating them? I highly doubt it. I also don't have one friend that has bought, borrowed, or stolen a paper before. Don't lump us all together. She later states this out of line zinger:
"Students of the world: You think it wastes 45 minutes of your sexting time to pluck out three quotes from The Sun Also Rises, summarize the same four plot points 50 times until you hit Page 5, and then crap out a two-sentence conclusion?"A reference to sexting? Was that to get my attention? Because instead it made me check your credentials, and, just so you know, anybody who is taking 45 minutes to sext is clearly not doing it right.
As someone who will probably major in the humanities, this hurts; I am taking it personally. Sure, essays are a pain in the butt. They are supposed to be! That's the point, Schuman! And you, of all people should know that. How else are we supposed to learn how to formulate an argument? How else are we supposed to learn how to back up that argument? How else, I ask, are we supposed to learn from that awful struggle that is the writing process? How else are we supposed to learn how to take criticism and become better thinkers and writers from it?
I've only just begun my college writing experience. In the midst of writing my term research paper a month ago, I couldn't think about anything else. I wrote pages and pages that would be deleted hours later. I spent 15 minutes on one sentence and not once have I sent a sext. I had no idea how in hell I was going to finish this paper. I did finish it and I was happy with my result only for it to be returned back to me with disappointing comments. I began again. The revision process was just as important as writing the initial draft. I was able to see the flaws in my former argument, I was able to step back, with the help of my professor, and see the imperfections. Schuman, though disagrees, choosing to look at the revision process cynically:
"That sliver of the student population that actually reads comments and wants to discuss them? They’re kids whose papers are good to begin with, and often obsessed with their GPAs."Ouch. You've hit me. Another generalization that is completely off mark. Because I care about my grades (as I should) I'm now "obsessed" with my GPA? Don't polarize us; college is not just students who couldn't care less and students who only care about maintaining a 4.0.
Her solution? Schuman believes that tests are a better option. She suggests that these tests will give students the chance "at retaining, just for a short while, the basic facts of some of the greatest stories ever recorded." Memorizing and retaining knowledge mean nothing if you can't formulate a sound argument, if you can't think. It's a mutualistic relationship: the essay needs the test and the test needs the essay. Both are important to college and both deserve their own platform.
I will end with this: I know I attend an elite private liberal arts school and am surrounded by privileged, intellectual students who like to think and write. I also know that my classmates aren't all that different from other 18-22 year olds around the country and specifically your U of M-St. Louis Triton students. So I implore you to give us more credit, and perhaps, to find a new line of work. The essay will outlast you, I promise.
Leah R. I agree that well-constructed essay assignments are effective tools of assessment and critical thinking. However, despite the inherent pitfalls of over generalization, Schuman is spot on in her assessment of most student's attitudes towards essays. (Note: I'm not referring to you and your cohort at your selective liberal arts school. And I don't write that derisively, I'm sure it would be great to teach there.) However, like Ms. Schuman, I've been an adjunct English instructor at non-elite schools (two community colleges in MD), and I fully understand her frustration. But I don't recommend throwing in the towel. Writing well-argued prose or just clear, simple instructions is an enduring skill that will serve you very well no matter what career path you take.
ReplyDeleteDon't be too hard on her. I invite you to one day put your grading hat on and plow through a pile of sub-mediocre papers. You'll see what she means real fast--the impact of this epiphany in changing perspective from student to teacher is almost as profound as the night/day revelation that comes when you become a parent. You always heard that it was hard, but you just thought this grumbling was just so much baseless whining. Trust me, it's not.
Thanks for your comment! Your delivery is less confrontational than Schuman's. The little part of her argument that I actually agree with was overshadowed by her snarky tone and jabs at my generation. Perhaps, you should have written the article. All jokes aside though, I understand what you are saying. I'm eighteen and cannot even begin to imagine grading all of my classmates' essays regardless of their quality. You're right- this is something I won't understand until I'm in your and Schuman's shoes.
DeleteI have a question: What's causing this apathy for essays? Is it something new to my generation? Because I don't exactly buy that. And can we alter the essay to reach those who don't love to write? I like more frequent shorter essays instead of the term, research like essay but I can see the latter's benefits. Thanks again for the read and the comment.