I’ve mentioned before that I’ve long been reticent to discuss the essay and especially the five-paragraph essay on this blog because it is easily the most controversial corner of writing instruction. I’ve seen first-hand in discussion boards and department meetings how deep essay teaching practices can run (the one time that I waded directly into this space with the blog, I spent the better part of a summer day defending myself on Twitter), and with so much else to talk about, I have generally steered clear.
But in recent months, the universe has been sending me signs that it is time for me to discuss the essay in some depth. I’ve had a number or readers reach out asking about what I do, as the essay is central to most writing classrooms; I’ve also gotten several wonderful pieces sent to me by readers–including one from a student reflecting on her five-paragraph focused education that I will share with you next week–that illuminate some things I’d never thought about before, and I stumbled through a very happy accident into reading John Warner’s Why They Can’t Write: Killing the Five-Paragraph Essay and Other Necessities, which really got me thinking about the role the essay plays in our classes (also, despite its essay-centric title, it is a wide-ranging and deeply thoughtful and thought-provoking book that discusses everything from online “personalized” education to the role grades play in our classes to essay writing; it is one of the most interesting reads I’ve had in some time).
Add all of that together, and I have decide that May will be a whole month spent rethinking and hopefully reclaiming the much-maligned essay as a vibrant and lively genre, as opposed to the soul-crushing exercise in compliance that it often becomes. I hope you enjoy!Continue reading “Choosing Their Own Adventures: What Essays Look Like Without a Prompt”