Just
today, a colleague inquired about how I give feedback on my students’
papers. Specifically, this person wanted
to know whether I print my comments, or use cursive.
The question
is a fair one, and it's part of an ongoing discussion amongst teachers. After all, instructor comments are an integral part of students' understanding how to write better. Because they are so important, we faculty members frequently talk about the most effective
and efficient ways to provide written feedback on the many papers our students
write.
My
colleague’s next observation, though, gave me pause:
“I have found that most students cannot read cursive anymore.”
“I have found that most students cannot read cursive anymore.”
I suppose I shouldn't be all that surprised in light of our increasing reliance on
technology for all things communication-related. After all, as one article details, there's been a significant decline in the teaching of cursive writing. This could be one reason some of my students really don't like to write.
Many, for example, have a
fierce aversion to note-taking in class.
So, when I announce each semester that I don’t post my PowerPoints to
D2L, and that I rarely even use technology during class, some are visibly chagrined.
“But how
are we supposed to remember what happens in class?” they ask—a question I love
to answer.
“Take
notes each day," I say. "Jot down some of
what we discuss. Annotate your
textbook. Or, if you are planning to resell it, write on
post-it notes and stick them next to the text we’re discussing.”
Some of them take my advice. Others don't. So I'm growing increasingly accustomed to students who, because they don’t like to write, simply choose not to.
And, believe it or not, I feel their pain. After all, no one has ever accused me of ultra-legible
handwriting. So why don't I use script, or--better yet--do all my grading on the computer?
My colleague's question caused me to reflect on why I haven't changed my ways. And this led to another (perhaps more significant) question:
How
should college faculty (and perhaps all educators) respond to the knowledge that cursive is difficult to read for some students? Should we adjust in order to accommodate this trend?
Please share your opinions here . . . you don't even have to write in cursive!
[by Anne Lowry Pharr, gritology moderator]
[by Anne Lowry Pharr, gritology moderator]
I'm teaching a Jazz History class at West this year, and the students' aversion to taking notes (cursive or not) was stunning. They're all failing the class, and can't figure out why they can't remember the content. "Note-taking" is the lost skill for this generation.
ReplyDeleteRegarding cursive, my engineering training at UT broke me of cursive for my personal use forever. It doesn't surprise me at all that many students would have no idea what to do with script--where would they go to practice reading it?
Byron,
ReplyDeleteFirst, I'm so glad you made a visit to gritology. I think your role at West High School would give you valuable perspective regarding the issues discussed here. So I hope you'll return and comment often.
And I heartily concur with this observation: "'Note-taking' is the lost skill for this generation." You're right: writing things by hand is a method that many students simply won't utilize. And although they are suffering as a result, they don't seem interested in adopting the practice..
To me, then, what follows is this question: how are educators to respond? Should we be accommodating them?
This question--and how educators respond--strikes me as one that is central not only to note-taking, but to the very heart of educating this generation of students.
Best to you.
--ALP
So far, the comments I've received (mostly on facebook) have touched on the topic of students' not being so interested in hand-writing their notes and other work.
ReplyDeleteHowever,there's not yet been a response to the question regarding how teachers should respond to this student reticence. Any thoughts? Leave 'em here!