Allow me to introduce myself. I am Nicole Palmby. You killed grammar. Prepare to die.
Okay, not really. But I needed some sort of introduction for my first post as sub-blogger of Dana’s Wonderful World of Snark. I am Nicole Palmby. And while you may not have killed grammar, it certainly is on its deathbed, and, as grammar is my mama, I plan to avenge its impending death.
I wrote this article late last week and edited it earlier this week, but I was a little reluctant to post it following Kaden‘s beautiful piece on grade inflation. I think, though, that what I have to say needs to be said, and I look forward to what you have to say about it, as well. Enjoy.
My current day gig is shaping the literary, grammatical, and writing minds of the future leaders of your local Target team.
Okay. Maybe that’s an unfair assumption. I could be shaping the minds of future political leaders. For example, I could be grading the vocabulary assignments of the next George W. Bush! Some days I feel like I am.
Regardless of the future endeavors of the attitude-wielding, SMS-ing, bleary-eyed nodes of apathy, I am entrusted to ensure each pile of flip-flops and hoodie is able to identify the theme of classic but boring novel title here> and write a competent, even if uninteresting, five-paragraph essay.
Anyone who knows me might smile and mutter some comment about the ease of my vocation–“You mean you get to talk about books and writing all day and get paid for it? Man! Your life is rough, innit?”–but let me assure you that getting paid to talk about books and writing is not what it once was.
There was a time during which schools valued the education gifted to their students (because education really is a gift) and parents cared about what their children were doing all day. It wasn’t so long ago that students went to school because they knew they had to, and the community was proud if it was the custodian of a “good district.”
It seems that while the days of the “good school districts” still exist (I teach in one), much of what makes a school “good” has morphed into something wholly unrecognizable.
It used to be that, upon graduation, students were not only capable of writing a five-paragraph essay, but an 8- to 10-page research paper in MLA style with print sources. They understood the mechanics of the English language. They were able to communicate their thoughts and ideas effectively within those mechanics.
However, I have received numerous essays this year completed–grudgingly, mind you–in what is known as text-speak. Yes, that’s right: English Honors students turned in formal essays that used the number 2 instead of “to” (and in place of “two” AND “too,” for that matter), used “ur” for “you’re” and “yr” for “your.”
While I love the ease technology gives my workload, I can’t help but shake my head at the price American children are paying for the conveniences they have. My junior students–also Honors–have difficulty placing apostrophes properly. They can’t tell me the difference between “there,” “their,” and “they’re.”
Programs that proofread, while I admit they can be helpful, have created a dependency. Students have no accountability for their own writing skills. After all, why should they remember that it should be “all right” not “alright” when Microsoft Word in its infinite wisdom makes the correction for them as soon as they strike the next key?
When I was younger and still taking math classes, my teachers usually allowed us to use calculators to check our work–after we had done the problems ourselves. Their logic was simple: you have to know the long way before you can use the shortcut. I think the same logic should follow in writing. Yes, you do need to know to correct the spelling of “there” to “their” so that when, later, the computer does it for you, you’ll know why.
Students today put no value on their education.
Although perhaps I shouldn’t put all the blame on the students. If they could they’d text and watch Flavor of Love all day. They don’t know enough to value their education.
Besides, it isn’t only students who devalue education in the United States. Some parents have a decreasing amount of involvement in their (not they’re) children’s educations. They blindly trust that the school is taking care of things.
Unfortunately, when a school budget is dangled by a thread of standardized test scores, many schools find themselves focusing the curriculum on test-taking skills rather than academic skills. I don’t agree with the practice, but when it comes down to teaching “real” curriculum or not having to eliminate instructional positions, I can’t say I’d act any differently.
I have my opinions about standardized testing, but that’s for another carnival.
Regardless, there is still a significant decline in the emphasis put on education in our nation. And yet, college enrollment (and graduation) is higher than ever. What kind of message are we sending to our children when they barely graduate high school and are admitted to colleges and universities once thought of as prestigious?
The result is a nation of employees who rely on the automatic proofreader in their word processors, and who are unable to be accountable for what they write.
The written word is a powerful weapon. Writers wield whole worlds with their pens, and, unlike surgeons, lawyers, and real estate agents, there is no examination that must be passed in order to become certified. Anyone can become a writer with just an idea, paper, and pen.
And instead of sanctifying this power, we reduce it to busywork assignments, let students take it for granted, and eventually, take it for granted ourselves. In fact, a colleague of mine suggested encouraging students to take their notes in text-speak in order to practice summarizing and resist the urge to write every single word. What an optimistic way of ensuring students are incapable of doing what every employee must do at one time or another: write intelligently, following general writing standards.
Unfortunately, this travesty has become so widespread as to be seen in every media outlet all over the world. Just today, in fact, while watching TV, the closed captioning on the television clearly read “presidentsy” instead of “presidency.” Really? I mean, really?
As what often feels like a single, tiny voice shouting into the wind, I fear there will be no end to the apathy toward the English language. Today prepositions are generally accepted at the ends of sentences. (I’m guilty of this myself when the “proper” grammatical construction reads/sounds awkward.) What happens tomorrow? “You’re” and “your” become one interchangeable word? Come on. (Oops! Preposition!)
Are Americans really so lazy that we’ve gone from omitting the “u” in various words—color, honor, etc.—to accepting English essays that use “yr” in place of “your,” which should really be “you’re”? I’m curious what Lynne
Truss would say about American students (and adults, for that matter) English education and writing styles.
As a writer, as a teacher, as an American, I urge citizens and political leaders to work to effect (and that’s effect, not affect) a change in the state of English education in the United States. Write to your senators, representatives, school board presidents, governors…whoever will listen! We need to act fast or No Fear Shakespeare will become Shakespeare for Americans, and the Bard’s famous line, “Friends, Romans, countrymen, lend me your ears” (Julius Caesar III.ii.74) will quickly become “Peeps, lstn ↑!!1!”