Those of you in the UK will be aware that there has been a lot of fuss this week and last about SATs, the tests that primary school children in England (that's grade school, or first school) are obliged to take. In particular, the fuss is about the way that writing - or grammar - is taught and tested. Young children are being obliged to learn not only grammatical terms but completely invented ones, such as 'fronted adverbial', and identify them in a sentence. Their own writing has to observe ridiculous practices, such as only using an exclamation mark after a sentence starting 'How' or 'What'. And filling their work with 'wow-words' - unusual words, usually adjectives, intended to give their writing a bit of oomph. (This latter is a widespread teaching practice rather than something the curriculum spells out as a requirement.)
This approach to writing runs a high risk of wrecking any child's nascent enjoyment of language. Nicola Morgan and I have, with the committees of our respective groups in the Society of Authors, have put together a statement against the government's practice in this regard; it's on the Society of Authors website. I have blogged about wow-words (this will also be published in The Author this month) and exclamation marks on ABBA, and Nicola has blogged about teaching grammar on her own blog. The statement has been taken up by The Guardian, who reproduced a chunk of it straight after it was issued. And now it's gone global, being taken up by the Daily Times in Pakistan. It's obviously something people feel strongly about.
None of us is against the teaching of grammar. And it's not an argument about testing per se. The people who object to this particular testing regime include some who approve of testing in primary schools and some who don't - but this particular testing regime is iniquitous. Essentially, the curriculum authority has come up with a whole lot of rules about language, supported with terminology, which it insists children as young as 6 learn. Some of this terminology and these rules are pure invention - they are not supported either by traditional grammar or by current and past usage by real authors. So children will see 'rules' they have to follow which the books they read don't follow - confusing in itself. These rules and terminology are very complex and so, correspondingly, are the tests. Adult professional writers, some with degrees in linguistics and English can't answer the questions. The British Prime Minister, David Cameron, couldn't answer questions [video] about these grammatical entities when asked in the House of Commons. Consequently, a great deal of time in school is spent teaching to the test - training children to pass an insane test that does nothing to improve their use or understanding of language and a lot to destroy their burgeoning enjoyment of it. Many teachers are close to breaking point.
The test and work for it are demoralising and destructive. Children are set up to fail. Many parents kept their children away from school so that they would not be subjected to the test. The minister for education condemned them for it. But countless schools reported children in tears, even the brightest children unable to answer the questions. What useful purpose can this possibly serve?
It's not hard to frame teaching of writing and how it works in a way that increases rather than reduces children's enjoyment and understanding. Here is the bad way:
1. Which sentence contains a fronted adverbial?
a) 'Thrilled to be trusted with such complicated instructions, Roger took the crowbar from Billy.' (I Was a Rat, Philip Pullman)
b) 'I stood in the morning room with Hodges, not knowing what to do.' (The Dead of Winter, Chris Priestley)
Here is a better way:
1. Which sentence tells us how a person did something before telling us what they did?
a) 'Thrilled to be trusted with such complicated instructions, Roger took the crowbar from Billy.' (I Was a Rat, Philip Pullman)
b) 'I stood in the morning room with Hodges, not knowing what to do.' (The Dead of Winter, Chris Priestley)
And here is an even better way:
'Thrilled to be trusted with such complicated instructions, Roger took the crowbar from Billy.' (I Was a Rat, Philip Pullman) - do you see how putting the descrption first makes us eager to read on to the end of the sentence, to find out what Roger is thrilled about?
'I stood in the morning room with Hodges, not knowing what to do.' (The Dead of Winter, Chris Priestley) - this sentence creates a feeling of expectation and impatience. The standing is stretched out as the character and we, the readers, don't know what is he will do next.
Oops, no test there. Damn it. The kids might just see how the technique works instead of being able to name it. That's no good, is it? And if the explanation is considered too hard for young readers (Year 4 is the time fronted adverbials are introduced), then they are too young to need the term as it's useless to them. If you want to know which terms children have to learn - and/or what they mean - there is a list on The School Run's website.
How about we bolster #readingforpleasure with #writingforpleasure? Let our children enjoy language. If we don't, we'll lost a whole generation of writers - and not just writers of fiction, poetry, screenplays, and so on, but writers of biography, science books (and articles), journalism, history, philosophy...
Downunder has NAPLAN - which is, as far as I can see, just as stressful. I have also had 6 and 7 yr old children telling me "But you're not allowed to say it like that..." and "We aren't allowed to do that..." I remember we had to write a "daily sentence" in the infants and I was always getting into strife because I wanted to use "long" words but nobody mentioned "fronted adverbials" to me. They didn't exist. This is how we stop children creating anything with words and it won't just stop children from becoming writers but it will also stop them being the research scientists of the future. Madness! It isn't why I spent a decade working on getting ILY off the ground!
ReplyDeleteFronted adverbials! Who came up with that? Some failed teacher - or non teacher - who wanted something to add to their resume? As for "how" and "what" , does this mean we can now write: "How are you going to do that!" and "What do you mean!" ;-)
ReplyDeleteYeah, NAPLAN is stupid, though not as stupid as fronted adverbials and the business about exclamation marks. The thing is, we do have to teach to the test and then the government puts up every school's results on line(and complains that schools are teaching to the test...)