Unessay and Standardized Testing
In studying the origins of the five-paragraph essay, I stumbled across an article called “Teaching Writing in the Shadow of Standardized Writing Assessment: An Exploratory Study”, by Hunter Brimi. His article begins to dissect the relationship between standardized testing and the writing skills of students. He suggest that the standard format of a five-paragraph essay originated as a marking rubric for the markers of the state-wide tests, to determine the success of the essays written by the students (Brimi 53) And while it appears to have originated as a general standard to assess writing and argumentation skills, it quickly evolved into being the method by which writing and argumentation were taught (Brimi 54). As is typical with standardized testing, teachers begin to teach the material from the test directly to ensure that their students are successful, as well as to make sure they remain free from the trouble that may ensue if their students’ grades fall too far below the line standard set by the tests (Brimi 55).
The whole goal of essay writing in schools is to teach argument and critical thinking. While this is a difficult thing to measure, especially under the strictures of standardized testing, in a backwards sort of loop, the attempt to create a model that will test the critical thinking of students in effect diminishes it. The ability of a student to “plug in” the appropriate structure into a given format does not increase his or her writing ability, nor does it promote original or critical thought. Studies provide evidence that critical thinking and argumentation skills are not garnered most effectively from the five-paragraph structure. Rather, discussion and other modes ways of developing logical and rhetorical skills are what builds appropriate responses throughout the school years of a child (Newell et al. 277), and that a focus on a formulaic structure rather than content inhibits the writing of students.
It is agreed that essays regarding some sort of analysis or interpretation are few and far between in high school. The statistics are stunningly low for the ability of students to correctly interpret or analyze a text, as well as be able to formulate a coherent argument about it, following the recommended structure (Newell et. al. 277). This may relate to the fact that teachers themselves receive little instruction in teaching composition (Brimi 66). While teachers undoubtedly do their best to ensure the success of their students, when they themselves have receied little instruction in the actual act of teaching writing, their fallback into teaching the marking scheme is understandable.
There are also studies suggesting that the single disciplinary approach to argumentative writing in high school negatively affects the essay writing abilities of students. Teachers agreed that most of the writing their students did related to literature and the analysis of it (Brimi 70). This may diminish the capacity of students to argue persuasively across genres.
As I continue researching, I plan to look more closely into the history of the five-paragraph essay, and its relationship to standardized testing.
Works Cited
Brimi, Hunter. “Teaching Writing in the Shadow of Standardized Writing Assessment: An Exploratory Study.” American Secondary Education 41.1 (2012): 52–77. Web.
Newell, George E. et al. “Teaching and Learning Argumentative Reading and Writing: A Review of Research.” Reading Research Quarterly 46.3 (2011): 273–304. Web.
