4/06 Reading Response

Several passages in the Sommers’ article resonate with my own experiences as a student writer. Sommers stated, “We have observed an overwhelming similarity in the generalities and abstract commands given to students…The uniform code of commands, requests, and pleadings demonstrates that the teacher holds license for vagueness while the student is commanded to be specific…Students are told that they have done something wrong and that there is something in their text that needs to be fixed before the text is acceptable. But to tell students that they have done something wrong is not to tell them what to do about it…For the most part, teachers do not respond to student writing with the kind of thoughtful commentary which will help students to engage with the issues they are writing about or which help them think about their purposes and goals in writing a specific text” (383 -384).

I realize that these are a long succession of quotes; however, I find them immensely important. Before continuing, I should state that I am not teacher-bashing. I, myself, desire to teach; nevertheless, in my quest for writing, I have encountered these same concerns and non-articulated expectations – mostly occurring in undergraduate studies. I have been in English courses where, after waiting weeks for the paper to be returned, the grade is not optimal and the comments are scarce. As a student, I was left speechless, confused, and frustrated. Where did I go wrong? Why did I receive a B on the paper that I spent all week writing?

In summary, Sommers highlights real student concerns in the English classroom. Students need more commentary on their writing assignments. Vague comments should not be the norm in academia; instead, the educator should give more detailed directions in making the paper better. For example, instead of commenting that a concept is vague, a teacher can state, “You should explain more on the concept of class in America. Add historical facts, show statistical information, and/or demographic details. How are the classes divided in America? Is it based on economics alone or is race a factor? How does class affect women versus men?” These extra steps will benefit the students’ writing, and, in turn, increase the probability of the teacher reading a better prepared, better written paper from the student.