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Reading and Writing Across the Disciplines

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“…writing is tangible evidence of critical thinking — or the lack of it – and is a helpful indicator of how students construct knowledge out of information.”

—Ellen Goldberger, “Everyone Should Teach Writing,” Inside Higher Ed, 2014

More and more, colleges are beginning to move the Teaching of Writing from strictly the English Department’s territory to school-wide efforts—efforts that necessitate contributions and collaboration with professors from every department and every level. Writing skills have always been of the utmost importance, and yet only now and only begrudgingly are some of our brightest teachers dedicating any significant time to ensuring that their students are able to well communicate thoughts and ideas through writing.

According to Goldberger’s “Everyone Should Teach Writing,”  “Conventional wisdom and practical experience tell us that students’ ability to secure jobs and advance in their careers depends, to a great extent, on their communication skills, including polished, professional writing,” and what’s more, “writing is not separate from content in our courses, but can be used as a practical tool to apply and reinforce learning.” These are things we can all agree on whether we’re parents, students, employers, grade school teachers, high school teachers, or college professors. The stickiness comes in, however, with the notion that the teachers and professors themselves should have to make the time and extra effort necessary to better embed this most foundational and complex of skill sets within their own syllabi as opposed to someone else’s.

And while I stand behind this concept of better spreading and reinforcing the teaching and learning of writing across all disciplines, I must say that the most compelling component of Goldberger’s argument for me was her concerns regarding student responsibility and reading habits. As she argues, “students do read, but what they spend their time reading is not helpful”—if not outright detrimental—“in learning how to write” and learning how to communicate in a variety of subtle, professional, personal, and academic styles.

As Goldberger explains,

How many hours are spent sending and reading tweets, texts and other messages in fractured language? It made me wonder: is it even possible to swim against this unstoppable tide of bad writing?

The key, as always, is to not simply stand around hoping that you land the best teacher or boss every time you enter a new class with new demands or a new job with new coworkers. The key is to take things into your own hands and expose yourself to as many different types of writing and writers as you possibly can. But more than simple exposure, more than simply enjoying your beach reads, you must be willing to take things a step further; you must be willing to spend time analyzing even the breeziest of novels all the way up to the most obscure and difficult. You must be willing to think critically about works you’d never given much thought to before, voice opinions and ideas to others regarding new works and interpretations, start book clubs, engage in book-related forums, and experiment with new styles of writing and new kinds of reading materials.

We must be willing to invest time in ourselves to reap the benefits of reading and writing. We must be willing to sit still a while apart from distractions and allow ourselves to become absorbed into another’s world before we can reap the benefits of improved communication skills, artistic expression, professionalism, progress, empathy, and socialization.

Whether you’re preparing for the SATs, a job interview, fiction writing, improved vocabulary, or any other number of possibilities, there’s one clear-cut road to take: Reading.

Read diversely. Read often. Read.


Further Reading:


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