Most high-school students dislike English classes. The reason for this is quite simple. The typical English curriculum is grammar intensive. There is nothing wrong with studies in English grammar—until students reach a certain age. Studies have shown that by the time students leave the eighth grade, they either know grammar or they do not. Therefore, additional instruction in grammar at the high-school level is a colossal waste of time. In other words, whether students understand grammar or not, more grammar has the same outcome for all students: English becomes boring.
In addition to this, students are often given an anthology at the beginning the school year. The texts look imposing, full of stories, poetry, and snippets from novels. The shear volume of the material discourages most students. There is never a sense of closure until the end of the semester, and even sometimes until the end of the year.
"Studies have shown that by the time students leave the eighth grade, they either know grammar or they do not. Therefore, additional instruction in grammar at the high-school level is a colossal waste of time. In other words, whether students understand grammar or not, more grammar has the same outcome for all students: English becomes boring."Worst of all, regarding the typical English curriculum, there is a definite lack of instruction in writing critical essays. Frankly, we cannot blame the reluctance of classroom teachers who have dozens of students. Evaluating eighty of more papers is not one's idea of a good time. Nevertheless, if not given the opportunity to perfect their critical thinking with writing, students will discover later in college that they were cheated.
If the goal of the student is to get a good job, then a good vocabulary is not absolutely necessary. However, a college-bound student will soon realize that someone thinks a good vocabulary is important. Words like parimonious, propitious, and vex are not common words today, but these words are quite common on the college-entrance exams. When students are admitted to college, they should possess a better than average vocabulary. Reading any comic book, current novel, or newspaper fails to create such a vocabulary. Indeed, a good working vocabulary can be learned only by a constant reading of quality literature by authors, who use an elevated vocabulary.
The chief ends of reading classical works are two-fold. First of all, reading literature is to delight the soul of the student; indeed, delight is the purpose of all art. Yet, for most schools in the United States, whether public or private, literature studies are mechanical with the student memorizing insignificant tidbits about the plot of a work or author. The great issues of life regarding a character’s struggle with right or wrong, or the flaw causing the downfall of the tragic hero, may be alluded to, but is never fully developed or discussed. However, the truth of the matter is that literature cannot be taught. Literature exists as an art, because the adequate expression of literature is impossible in any other form. Within the pages of literature, the soul is touched, the emotions are stirred, and the mind reflects on beauty.
Therefore, students do not learn literature; they must experience it. If the student fails to read the works of Homer or John Keats, then it is impossible for the student to discover and receive delight in the beauty found in the words of these poets. So it is true with all works of literature.
"...the truth of the matter is that literature cannot be taught. Literature exists as an art, because the adequate expression of literature is impossible in any other form. Within the pages of literature, the soul is touched, the emotions are stirred, and the mind reflects on beauty."Another end to literature is to provide ideas for the student. The student is directly responsible for learning about life. A teacher can direct the student and should be an example worthy of emulation, but in the end, all students must experience their own lives and form their own thoughts. Perhaps for this reason it is difficult to get some students to sit still long enough to read a book. Life is new, and there is much to discover. The concern with the young person is the present; the past is for old people to reflect about. So children live a life of hope and of dreams.
Yet this is the perfect time to cultivate a taste for reading. Students are governed generally by their emotions and feelings. Therefore, literature is the best source to direct and guide the student when experiencing love, anger, bitterness, or any other emotion. Whether directed or not, students will imitate something; this something ought to be the best of all ideas.
Without doubt, the most important skill a student must possess before entering college is knowing how to write critically. To write critically, the student needs a bank of ideas. Reading classical literature cerainly aids with enlarging this bank. If students take AP English in high school, maybe they will have the good fortune to receive some instruction in critical writing in the form of the classical form for argument. However, the vast majority of college freshmen are wholly unprepared for what awaits them. To be able to propose a thesis and to logically prove it is no small task. Your student need not to be one among the bewildered herd. Learning the concepts of critical writing is not difficult. However, the only way to be proficient with this sort of writing is with lots of practice.
Okay, concerning a course in English, you are convinced that your student can benefit by reading more quality literature, which in turn leads to a better vocabulary, and learning to write well. However, you realize there is an issue regarding accountibility. Merely giving your student an edition of A Tale of Two Cities may not be enough. How do you know your student has read the daily assignment? Well, typically, you simply compose a reading quiz. Simply? You are way too busy and probably cannot find the time to read the novel, much less compose fifteen or so quizzes. And what about vocabulary quizzes as well? This is a lot of composing. In addition to this, how are you going to instruct your students about critical writing? What can you do?