Category Archives: AA8

A Better Idea for Writing

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There is always a discrimination when it comes to the races in every sector of our life. So, there’s also a question of priority present in the schools and colleges for valuing or devaluing the higher or middle classes compare to the working and lower classes. The author Anjali Pattanayak tried to highlight all those discriminations between classes and races in the writing and speaking field in her article “There is One Correct Way of Writing and Speaking,” in the Bad Ideas About Writing book. In solution to that from the further reading section of the essay Asao Inoue suggested how to organize the college class lessons in an easier and everyone reachable way in his book “Race and Writing Assessment,” for the diverse students across the country so that they understand and get most of the benefits they get wherever they go.

 

Pattanayak mostly focused on how the lower- or working-class people are suffering as speakers and writers at their own workplaces. She said “They understand that conversations that may be appropriate over a private dinner may not be appropriate at the workplace. These conversational shifts might be subtle, but they are distinct (Pattanayak 82).” Working class people doesn’t really understand or the change of this conversational shift. They get confused and make a mess in their output through speaking or writing. By stating working- or lower-class people Pattanayak mainly indicated to the African Americans or the other outsiders who comes to the country in order to change their luck. Naturally they are not native speakers nor some of them aren’t even used to speak English as their second language. So, they have a very short knowledge about the language and the uses of it in different places and situations. Pattanayak thinks the in the schools and colleges teaching way of language and the cultural topics may need to change because it is another reason of the slow growth of the lower-class families and the students of those families among others. She expressed her thought like this “In the context of educational settings, the cultures and identities of academia are valued more than those of the students, which sends the message that how they, their family, and members in their community speak and act are wrong by comparison. In essence, it sends the message starting at a very young age that who they are and where they come from is somehow lesser (Pattanayak 83).”

 

In this perspective Asao Inoue tried to come with the solutions in his article “Race and Writing Assessments.” In his opinion, “writing assessment needs to change in order to account for the increasing diversity of students in college classrooms today (https://eric.ed.gov/?id=ED533148).” He thinks there should not be anyone-size-fits-all type of model in any educational system in any institutions. The practical advice, assignments and assessments all should be organized in a way that is reachable for all levels of life. No one should not feel that they do not belong in this society, or they are trash. Everyone has a role from their perspective and it’s all our job to make each other valuable and productive. All this reflects in Inoue’s words where he said, “the assessment practices attuned to racial diversity must be rooted in the contexts in which they are found (https://eric.ed.gov/?id=ED533148).”

 

In conclusion, both the authors Pattanayak and Inoue seems to have the same discussion about the English as a language to the people who aren’t mostly familiar with it. Pattanayak says there’s not enough opportunity for the diverse students to accept English as writing and speaking source and Inoue discussed about how to train the teachers and improve the class modules to prepare all levels of students so that they can easily get to the most of the language in whichever way they want to use it.

 

 

                                                   Works Cited

 

Anjali Pattanayak “There is One Correct Way of Writing and Speaking,” Bad Ideas About Writing, edited by Cheryl E Ball and Drew M Loewe, West Virginia University 2017, pp. 82-87. https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf  

 

Inoue, Asao “Race and Writing Assessment,” (2012). Peter Lang New York (vol. 7), Pages 230   https://eric.ed.gov/?id=ED533148 .

 

“A Better Lens: Reading and Writing”

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“A Better Lens: Reading and Writing”

David Gorra Collazo

College feels like being on a roller coaster, so fast and thrilling at the same time, but to succeed, one must adapt. One of the many challenges students face in college is the process of reading and writing. Students have “rules” and preconceived notions in their heads about what they can or can’t do, some true, some false, and many circumstantial. One such notion is that reading and writing are not connected. High schools and Colleges alike prioritize writing over reading significantly which further supports the notion that writing is the most important of the two and as such, should be prioritized. This problem stems from an issue apparent in college freshmen, the inability to enjoy or fully comprehend either, making it harder to make college-level essays that will satisfy instructors. Carrillo along with Westin’s ideas about reading and writing allows me to conclude a better idea regarding the subject, and that is, rhetorical reading and using social media to enhance a student’s this skill.

 

 

In the book Bad Ideas About Writing, Ellen C. Carrillo addresses the issue in detail. In her essay, “Reading and Writing Are Not Connected” she argues the opposite of her title. In other words, she argues against this bad idea by stating that “if students are not given the opportunity to continue working on their reading throughout their college careers, they may struggle to analyze, interpret, and evaluate all that surrounds them” (Carrillo paragraph 4). She concludes that for students to have a comprehensive set of skills to comprehend, analyze, and interpret writing tasks associated with reading, students and teachers should prioritize rhetorical reading. Rhetorical reading strategies that, “wherein readers pay particular attention to how a text is working on them, persuading them. A better understanding of this as a reader can also support students’ writing as they develop their own arguments.” (Carrillo p.42)

“Designer sketching Wireframes” by Green Chameleon. Unsplash.

 

In Westin’s article, for instance, she talks about the negative impacts social media has had on her students but at the same time agrees that the benefits outweigh them. She argues that some skills associated with reading and writing are strengthened using social media. Stating, that communication and writing are enhanced “by the use of social media in my opinion. It forces us to write a lot more, which is always a good thing” (Westin p.1). 

 

 

 

In Conclusion, reading and writing are an integral part of a student’s career and as such, students that neglect either will not fare as well as those that incorporate both in their routine. Rhetorical reading and using things that students do normally like using social media if looked at through a learning lens it can help strengthen both skills simultaneously.

Bad Ideas About Writing: Creative Writing is a Unique Category

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Many people can picture themselves writing as a child their favorite memory in class, or writing about slaying a dragon over the winter.  That’s what a lot of people imagine when they picture creative writing. However, some see creative writing as writing, while other forms are just put aside. In the book “Bad Ideas About Writing,” Cydney Alexis explains that “People who write everything except poetry and fiction—that is, people who contribute the vast majority of writing to the world in the form of lists, essays, emails, blog posts, texts, instruction manuals, and so on—see their work as less creative and less important.” (Alexis 188) This a really bad idea, as it sidelines other forms of writing and uncreative and unimportant. Creative writing is not just a unique category, but one where all spectrums of writing can be seen under one category. Creative writing should be taught as an equal with all writing styles.  

Cydney Alexis states that creative writing has a common misconception to being labeled as ONLY just poetry or fiction. But where does this thought come from? This dates back in the 1800s by D. G. Myers book “The Elephants Teach: Creative Writing since 1880,” where most see creative writing as a “dissent from professionalism” (Myers 7) however, these weren’t really taken seriously by others and disregarded. These thoughts changed, however, when creative writing gave people “a quiet life and an agreeable way to make a dollar” (Myers 8). That’s the stigma we are in today. When we think of “writers” we think of Rick Riordan of The Percy Jackson series or J. K. Rowling writing Harry Potter. However, Myers believes that creative writing doesn’t end on just poems and stories, and is a “craft that can be taught.” (Myers 75) Alexis supports this claim by saying the famous joke of “Those who can’t do, teach” (Alexis 189) which tells us to harvest those creative thoughts, and to continue creating and eliminate negative stereotypes on creative writing.

The Ultimate Harry Potter Book List

“Ultimate Harry Potter Book List”-Scholastic

The Identity of a “writer” is seen as “private, secret, and solitary” (Alexis 189) We know those harm what a writer really is, and even harms improving others of being better writers. Creative Writing was initially supposed to ease the schism on writing. Creative writing was supposed to “integrate literary knowledge with literary practice” (Alexis 191) and improve overall skill. Alexis and other teachers are using creative writing in this way Alexis cites Daniel Miller and his chapter on housewives’ shopping lists, that the writers were not using random order for the items, but “listing items to reflect food categories and writing them to reflect their planned future movement through those stores.” (Alexis 191) This reflects creative writing in not poems or stories, but in listing and shop layout. Creative writing is even being used in workshops, where in Grame Harper’s creative workshop, she uses creative writing as a way to build critical thinking. ““[My students] are required to write both creatively and critically.” When the critical is opposed to the creative, it’s easy to understand why public and academic attitudes so pervasively represent persuasive writing as uncreative, particularly when pitted against those in the so-called creative arts.” (Alexis 191) All sights read to creative writing improving not just writing but all-around experiences and lifestyles. Creative Writing | Ventura College

The Solution for this is simple: Take away the term “creative writing” all forms of writing can use creative writing and can demonstrate creativity without needed a story or poetry. Alexis states that when “they began thinking of themselves as writers, their positive feelings about writing intensified” (Alexis 192) Writers began to enjoy writing when they take away the negative connotation that stems from creative writing, and instead “bring us all together under the banner of writing studies, writing, or writing arts” (Alexis 192) Down with creative writing! 

                                                                                                                                                                       Works Cited

Myers, D. G. “The Elephants Teach: Creative Writing Since 1880”

Alexis Cydney. “Creative Writing is a Unique Category.” Bad Ideas About Writing (187-193) https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf 

Student Writing Must Be Graded By The Teacher

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“Utah State University Photo”, by Utah State University

How are essays graded by the teacher ? Are they graded by the organization, the topic, or fluent it is? How does a student learn from receiving a letter as feedback ?  According to Christopher R Friend in, “Student Writing Must Be Graded By The Teacher”, it’s a bad idea to require student writing to be graded. Friend believes that it is a better idea for teacher to promote reviewing and collaboration. Linda S. Bergmann, further explains in, “The Writing Center As A Site For Engagement.”, the importance of engagement and collaboration. 

“I got graded on my English essay”, by Ya_like_jazz, newschoolers.com

 

     In the article, “Student Writing Must Graded By The Teacher”, in Bad Ideas About Writing, Friend explains that a letter grade does 3 things poorly, ” (1) determining whether students understand a concept well enough to implement it, (2) identifying elements of student writing that need improvement, and (3) helping students learn to better self-assess.”( Friend, 275). Friend explains the very reason why letter grades work so poorly. How can anyone learn from something, that poorly teaches you ?  Friend suggests that, “Grades help label, sort, and rank students; they don’t inform students, target instruction, or encourage self-awareness.” (Friend, 275), so they can be discouraging to students that struggle. 

So what’s the solution according to Christopher R Friend? Peer review. People learn from friends and family, whether it’s tying shoes or learning how to draw. Friend states,  “… we should teach people how to improve their writing through peer review. Variations of peer review help us write in many of our day-to-day situations.”, (Friend, 275).  Friend goes on to say, ” Teachers could benefit from saved time and energy if they incorporated peer review systems of various flavors in their classes, reducing their workload and providing a variety of feedback for their students.”, (Friend, 275). Why is that peer review works? Because students aren’t just writing to please the teacher. Students have an audience that isn’t seen as an authority figure, such as a teacher (Friend, 273).

“Design peer reviews to support our teams growth”, by Maxence Mauduit

In the article, “The Writing Center as a Cite of Engagement” , Bergmann goes into further detail speaking about how peer review is the most effective ways to learn. Bergmann suggests that writing centers can be beneficial to writing ,because of it’s collaborative nature and are more flexible than traditional English departments and universities (Bergmann, 174). Bergmann states, that not all students may not know who to come to with writing questions in their English department. “One of the reasons that writing centers become sites of engagement is that people looking for various kinds of help, knowledge, and interaction with projects related to writing and literacy often contact effective and visible writing centers.”, (Bergmann, 160). The author gives readers a go to place for their writing questions. 

“Edgar Allen Poe Collection”, Harry Ransom center digital collections

 

In conclusion, it is a bad idea to require student writing to be graded. Students don’t learn anything from a letter nor do they define a student. It is a better idea for teachers to promote peer review and to get students to think critically. When the students main focus turns into grades and not the actual assignment they write only to please the teacher in their writing. There is nothing wrong with teachers grading essays ,but when they only grade papers students don’t get a chance to learn from their mistakes. Students need to be put into peer review collaborations to be able to critically think. It helps students learn, how to use what you learned, and when you see it. 

 

                               Works Cited

 1.  Friend, Christopher R. “Student Writing Must Be Graded By The Teacher”, in Bad Ideas About Writing. 273-277.

https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf

2. Bergmann, Linda S. ” The Writing Center As a Cite of Engagement”, in Going Public: What Writing Programs Learn From Engagement. 160-176. 

https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1027&context=usupress_pubs

                                 

 

BAD IDEAS OF WRITING

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We have been hearing that Johnny can’t read since the 1950, in this research project we are going to talk about “reading and writing are not connected,” taken from the book bad ideas about writing, by Ellen C. Carillo. And I will connect what Ellen C. Carillo said about “reading and writing are not connected” and what Merrill Sheils said about why Johnny can’t write. In this research project we will see what the good ideas about writing are.

 

Ellen C. Carillo said the relationship between reading and writing.  She explains why reading and writing are the most important skill needed by all students as they both help students to develop effective communication skills. Ellen briefly explains the connection between reading and writing, and she mentions what needed to be done. Ellen thinks is great idea when writing and reading are connected, and students learn both skills simultaneously. According to the surveys taken reading and writing have close relationship and they both need to be taught together.

A picture containing text, person, table, indoor Description automatically generated

Teachers, instructor and professors must teach students how to read an article and at the same time also teach them how to write what they were reading about and make sure that the students understand what the article is discussing about. Reading and writing are the most essential tools help students to interact with the writer and it helps them to understand what writer.

 

Reading and writing are the most essential tools that help students to interact with the writer and it helps them to understand what writer is trying to say. As Ellen says, “although writing is more often thought of as a creative act, reading is just as creative” (Ellen C. 40). According to various research done, students reading abilities are often more underdeveloped than their writing, this means they still need to do a lot of work for their reading skills also at the same time.

On the Reading and Writing Connection: It's not Just Another Buzzword - Writable

Merrill Sheils discussed the chances of writing and reading skills of all different students according to the level of education their belong to. She said how a steady erosion of reading skills among American students since 1965. Even the SAT scores showed the biggest drop. Majority of American tend to use only the simplest sentence structure and the most elementary vocabulary when they write. And the study shows that 13- and 17-year-old are far more awkward, incoherent and disorganized.

In this article Merrill said that a student who can’t read with true comprehension, it will be hard to write well. “Writing is, after all, book-talks,” says Dr. Ramon. And she talks about most of student who graduate from high school and college their writing skills are poor, this means teachers and professors must put more effort in teaching reading and writing at the same time. This will develop student’s skills in both reading and writing. According to the various survey taken shows that most of students ‘reading and writing skills are poor, and the teachers and professors do not teach students both skills at the same time.

Writing in a Nation of Testing: Why Johnny Can't Write
 

In this article Merrill says more professors did not specialize in English in their college year. Like Merrill said,” Even where writing still is taught, the creative school discourages insistence on grammar, structure and style. Many teachers seem to believe that rules stifle spontaneity” (Merrill Sheils. Pg. 2).

Are Reading & Writing Connected? – Rifka Schonfeld

Generally, all professors should be focusing on teaching active reading and all students need to start practicing reading and writing at the same time. Students must stop thinking about reading and writing as two different things, they need to learn both simultaneously. Even professors should be teaching both together. If students understand that reading and writing are connected and practice both together, they will be successful in both the reading and writing communication skills.

 

Works Cited

           

Carillo, Ellen. “Reading and Writing Are Not Connected” from Bad Ideas About Writing | Open Access Textbooks | WVU Libraries, 2017, https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf

Merrill sheils, “why johnny can’t write.”  December 8, 1975, united states edition; pg. 58

http://engl4190fall2011.pbworks.com/w/file/fetch/46866774/sheils_johnnycantwrite.pdf

 

pictures uploaded:

https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf

 

https://www.writable.com/2018/11/27/on-the-reading-and-writing-connection-its-not-just-another-buzzword/

https://www.landmarkoutreach.org/strategies/the-reading-and-writing-connection/

LOGOS IS SYNONYMOUS WITH LOGIC

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                        Ethos, pathos, and logos are the three strategies identified by Aristotle as means to support argument. In her essay, Logos is Synonymous with Logic, Nancy Fox states “However, an often simplistic, formulaic, and transactional use of these complex terms detaches them from their potential meaning.” (Fox 174). Ethos, pathos, and logos are all great for making arguments, but there must be connecting language for the argument to not seem too simple. If the writer does not use ethos, pathos, and logos in right ways there will be misunderstanding between the writer and the reader. Moreover, if ethos, pathos, and logos are not used the correct way then the reader will not be convinced. Such highly complicated terms are frequently used in a simplistic, formulaic, and informational manner, which detaches them from their intended purpose.

                   

                        The goal of most educative writing is to be demonstrative. A successful essay can make readers change their minds, look at the problem differently, or come with new solutions. However, readers can be difficult to persuade! Over 2,300 years ago, Aristotle declared three different strategies called rhetorical appeals, which writers and speakers used to make their argument more convincing. Rhetorical appeal strategies are helpful for writers and speakers.

Logos is one of the strategies that can help writers.

               

                One of Aristotle’s most important contributions was that he introduced rhetoric as one of the three main elements – along with logic and dialectics – of philosophy. In the first line of Rhetoric, “Rhetoric is the counterpart of Dialectic” (https://www.researchgate.net) Aristotle argues that logic is involved in reasoning for scientific certainty. Reasoning and rhetoric are related branches of philosophy.

                         

In her essay, Fox states, “Audiences and particular rhetorical situations may require logical reasoning and even syllogisms, but situations are rarely completely encompassed within one form of reasoning or arguing.”( Fox 174) This means that if someone can use a combination of the three rhetorical elements in their persuasive speaking and writing, they will appeal to their audience’s emotion and sense of reasoning, and therefore their writing will be more convincing. It can be tricky to try to weave logos into their persuasive writing and speaking. For example, there are two types of appeals directed at the rational side of the reader using facts and logical explanation: Logos and Ethos. The first type is to appeal to logic, by making sure the facts are relevant and well documented, the second type increases the writer’s credibility.

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Logos is Synonymous with Logic: A Bad Idea

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Understanding the meaning of Logos and other rhetoric styles is something students become familiar with as early as middle school. Throughout the years leading into high school, the same basic interpretations of rhetoric are often overly-simplified and taught to generalize their specific meanings to just one word or phrase.

As a result, in her essay “Logos is Synonymous with Logic,” in Bad Ideas About Writing, author Nancy Fox states that logos, a rhetoric style, has much more meaning than just stating logical facts and basic reasoning. Instead, she describes it in a complex and artistic matter. One of the sources Nancy Fox mentions in particular, The Online Writing Lab (OWL) of Purdue University, agrees that limiting the meaning of logos to “logic” is a bad idea because today’s understanding of logos doesn’t resonate with its complex structural purpose. The lack of detail when explaining rhetoric confuses a student’s knowledge of logos and makes it difficult to understand it thoroughly in the literature. Together, Nancy Fox and the Online Writing Lab believe that discussions about the meaning of logos and rhetoric need to take place more descriptively and give credit to their original interpretations. This way, students and future learners can better understand how to use rhetoric under real-life circumstances.

“books” by Thomas Kelly. Unsplash

In her essay “Logos is Synonymous with Logic”, author Nancy Fox argues that the three basic rhetoric styles, ethos, pathos, and logos, have become overly simplistic, and there is a misinterpretation of their “potential meaning.” In her essay, Nancy Fox quotes from Aristotle’s, On Rhetoric, where he describes rhetoric, specifically logos, as much more complex and meaningful than perceived in today’s explanations.

A similar perspective is present in the article, The Online Writing Lab (OWL) of Purdue University, where it expresses foundations of the meanings and interpretations of what Logos and Logic genuinely mean. It states that “Logos is frequently translated as some variation of “logic or reasoning,” but it originally referred to the actual content of a speech and how it was organized” (The Online Writing Lab (OWL) of Purdue University).

 “history” By Giammarco. Unsplash.

In Fox’s chapter of “Bad Ideas About Writing,” she uses many references from the Greek philosopher Aristotle’s text “On Rhetoric” stating, “Aristotle presents logos as the argument itself, aligned with ethos, the appeal of a speaker’s character, and pathos, the appeal to audience attitude or feeling” (Nancy Fox 174). Fox further explains that “the ancient Greeks had a variety of definitions for logos, including computation and exposition, as well as forms of verbal expression, such as oratory and poetry, that represent an expansive and faceted story” (Nancy Fox 174). This further explains her argument that logos in its original explanations isn’t limited to the simple meaning of “logic.” She expresses that when logos is described logically, it defines the ideas and thoughts expressed by students and writers.

 “rules” By Sigmund. Unsplash.

The limitation of their verbal thoughts and ideas is often confusing when teachers or instructors tell students to “make arguments about political, social, artistic, policy, or cultural topics that cannot be demonstrated or logically proven” (Nancy Fox 175). This statement emphasizes how crucial it is for teachers to explain the true meaning of logos in its original form, not limited to “rhetorical arguments,” and how this can help reduce students’ confusion when put in professional argumentative situations (Nancy Fox 175). Therefore, she further explains how the interpretation made by students when watching movies or listening to songs affects their understanding of its true meaning. Teachers and students should appropriately analyze logos to decoy the confusion as well “teaching logos as logic in rhetorical arguments sets students up for confusion” (Nancy Fox 175). 

They may study the myriad ways we build arguments, from articles to films, stories, songs, and marketing or political campaigns (Nancy Fox 175). She conveys how the implementation of new “technologies”  to express logos in its original creative forms adequately, such describes logos not as simply meaning ‘logic’ but also “as fuzzy logic and informal logic” (Nancy Fox 176).

 “structure” By Simone Hut. Unsplash.

As Fox and Purdue University states, today’s meaning of “Logos” is displayed simplistically and not related to any other sense rather than “logic.” The limitation of this information limits one’s understanding of logos and how it needs to go against current teaching standards. Purdue University also states that today’s path of understanding logos primarily reflects logical reasoning rather than its structure. “Today, many people may discuss the logos qualities of a text to refer to how strong the logic or reasoning of the text is. But logos more closely refers to the structure and content of the text itself. In this resource, logos means “text.” (The Online Writing Lab (OWL) of Purdue University). Furthermore, this explains how simply interpreting logos from a different perspective can change one’s understanding. Therefore, it should be taught in broader descriptions and give much more credit to its original explanators.

Just as Nancy Fox uses information from the sources of rhetoric, the ancient Greeks, The Online Writing Lab (OWL) of Purdue University, also refers to them. The OWL makes the statement that “many people have heard of the rhetorical concepts of logos, ethos, and pathos even if they do not necessarily know what they fully mean.” (The Online Writing Lab (OWL) of Purdue University) It also states that “these three terms, along with kairos and telos, were used by Aristotle to help explain how rhetoric functions.” (The Online Writing Lab (OWL) of Purdue University) In basic terms, all rhetoric styles work together descriptively, providing information even in everyday situations. 

“reality” By Marc-Olivier Jordoin. Unsplash.

In conclusion, expressing logos and rhetoric needs to be addressed in language and literature for future generations. Thoroughly teaching and understanding the true meaning of logos can help students learn and develop professional standards for themselves and their futures. It is up to teachers to improve these standards and a student’s responsibility to accept and appreciate the appropriate knowledge when presented to them. It is a double standard.

On the contrary, can logos ever truly be understood?

 
 
 
Works Cited

Fox, Nancy. “Logos is Synonymous with Logic.” Bad Ideas about writing, edited by Cheryl E Ball and Drew M Loewe, West Virginia University Libraries, 2017, pages 174-177, https://textbooks.lib.wvu.edu/badideas/badideasaboutwriting-book.pdf

Writing Lab, Purdue. “Aristotle’s Rhetorical Situation // Purdue Writing Lab.” Purdue Writing Lab, n.d., https://owl.purdue.edu/owl/general_writing/academic_writing/rhetorical_situation/aristotles_rhetorical_situation.html

 

 

 

 

 

 

 

 

A Smarter Way To Write.

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As a society, we are always told to follow and trust the “experts” because they seem to know more than the average person. What we don’t realize are the dangers behind that.

In the book Bad Ideas About Writing, two authors by the name of Susan Naomi Bernstein and Elizabeth Lowry put effort into convincing students to let go of an old method of writing into a new one. The article’s name is “The Five-Paragraph Essay Transmits Knowledge”.

By Brett Jordan. Unsplashed.

“learning” By Brett Jordan. Unsplashed.

Bernstein and Lowry explain how the idea of following a certain formula to write an essay is wrong due to it being so generic and would not involve a way to come up with new ideas that are innovative and more modern so it needs to be reformed, “For first year college students, the five-paragraph essay is a kind of catch-all for the would-be writer, a formula that students are often taught works for any kind of essay, on any topic, upon any occasion. Except when it doesn’t” (Bernstein and Lowry, 225). The authors are worried that this type of writing scheme will be so limited that the writers won’t be able to use it anywhere else in life due to how limited the five-paragraph essay idea is.” If our education system promotes modes of learning that apply only to school but not to the rest of our lives, chances are minimal that any of us will retain what we have learned beyond our lives out of school.” (Bernstein and Lowry, 225). Here, they argue that if a learning material is only used in school, then it will not be remembered for the rest of our lives.

by NeONBRAND. unsplashed

“critical thinking” by NeONBRAND. unsplashed

One of the notable sources that these authors have mentioned is from a book by the name of pedagogy of the oppressed by Paulo Freire, published in 1968. Paulo Freire was an author and activist against the learning system. A famous concept Freire is famous for is the banking model, where he discusses how it is implemented in our education system and how it is ruining our ability to expand our knowledge. “This relationship involves a narrating Subject (the teacher) and patient, listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness.” (Freire, 69). Freire addresses the issue of passing down knowledge without questioning it. Where the teacher is the one who is passing it down to the students who are the victims of a system that they cannot control.

A better idea would involve Freire, Bernstein, and Lowry’s arguments combined. For example, one could create a system where the students mostly would get feedback from a professional with more experience after experimenting and trying different methods. If the experiment gave a positive outcome, then the student could start using that method.  This idea would satisfy both Bernstein and Lowry “For example, students could be asked how they might rewrite five-paragraph essays in more imaginative ways. “(Bernstein and Lowry 229).  This idea would also satisfy Paulo Freire because of his problem-solving idea which discussed about solutions to end limitations on critical thinking. “Problem-posing education, coined by the Brazilian educator Paulo Freire in his 1970 book Pedagogy of the Oppressed, is a method of teaching that emphasizes critical thinking for the purpose of liberation. Freire used problem posing as an alternative to the banking model of education.”(Wikipedia) With that in mind, it could be confirmed that these three authors are all in favor of ending a formula based system and encouraging critical thinking.

 

by Dan Counsell. unsplashed

“essay” by Dan Counsell. unsplashed

The authors of both writings, Bernstein, Lowry, and Freire can all agree that the system is broken, and it needs to be fixed where the expert is leading the uneducated in the wrong direction because it is easier for that expert to teach that victim a certain formula rather than teach them how to think critically” The five-paragraph essay is widely believed to be useful in terms of making students assimilate, absorb, store, categorize, and organize new knowledge, but it is not useful in terms of getting students to actually use that knowledge creatively or critically for productive problem posing and solving.”(Bernstein and lowry,226) .

"Author" by Darius Bashar. Unsplashed

“Author” by Darius Bashar. Unsplashed

In conclusion, authors often get inspired by other authors to write their own work just like Lowry and Bernstein used Freire as an example, however these two authors do not follow a certain way of writing in every single essay, instead they question their own writing all the time to be able to think critically.

 

Are there any other and better ways to write essays?

                                                                   

 

works cited

Susan Naomi Bernstein and Elizabeth Lowry “The Five-Paragraph Essay Transmits Knowledge” Bad Ideas About Writing, edited by Cheryl E Ball and Drew M Loewe, West Virginia University Libraries, 2017, pp. 225–229.

Paulo Freire ” Pedagogy of the Oppressed” Translated by Myra Bergman Ramos, The Continuum International Publishing Group Ltd, pp. 71

Wikipedia contributors. (2021, January 29). Problem-posing education. In Wikipedia, The Free Encyclopedia. Retrieved 00:41, December 2, 2021, from https://en.wikipedia.org/w/index.php?title=Problem-posing_education&oldid=1003473021