Wiley/CCCSS Reading Response

Wiley focuses on the Jane Schaffer Method, consisting of a step-by-step, developed approach over a nine-week period that helps to prepare students on writing the five-paragraph essay. Her method is very beneficial to students as it “requires some, but not extensive, training; it is accessible and tightly structured; it is applicable to any number of students, regardless of ability; and it promises positive results in a short time”. She has a strict format for writing essays that she wishes to be adopted into the curriculum that consists of concrete details, supportive sentences and commentary, and topic and concluding sentences. She claims this format “replicates what is found in high scoring essays on district-wide tests and AP exams”. Teachers are looking for essays with a 1:2+ ratio with greater word counts and more commentary.

            Wiley warns us of this “formulaic writing” because of the fear teachers have that their students will gain too much dependence on th4e format. One teacher argued that Schaffer’s approach prevents individuality towards students being able to shape their own essays. Students proposed that the method be used in ninth and tenth grade and then dropped once they hit eleventh grade, allowing students to move beyond the constraints of what may be easiest and best for the teachers, but not so much for the students.

            When I was in high school learning how to properly write essays of good quality, I was taught the Schaffer Method. I hadn’t known that it was just a method and way of writing; I was convinced it was the only way an essay can be written. I agree that it has prevented me from branching out into different circuits of writing, as this way was what I was told would help me succeed in school. I believe it is very helpful as far as standardized testing goes, seeing as this type of structure is exactly what they are looking for. However, if teachers and educators are looking to encourage writing in students, I believe this is a poor approach. I concur with Wiley that students may become too attached to the format that they may not even know how to separate themselves from it when it comes to creative writing tasks and personal narratives.

            As a writer myself, I really enjoyed the chance to be creative and artistic with my writing once I hit college level English. Teachers seem to have dropped the restrictions of a “formulaic writing” basis and allow their students to be true authors with their work. I like that students have the freedom to speak their mind through their words and it is appreciated by their instructors, not disregarded by means of scoring.