The Sarasota Herald Tribune

Technology Hinders College-bound Students From Learning How To Write

Feb 01, 2003

Rich Brooks
The Sarasota Herald Tribune

Bernie Gaidosch likes to tell the story of a college freshman who erupted in a rage when he failed an essay exam.

"He said he couldn't be blamed for not knowing something he was never taught," says Gaidosch.

The student's essay was rambling and unfocused, but pointed to a larger problem within the education system and society as a whole, says Gaidosch.

"It's a writing crisis," says Gaidosch, who teaches writing and study skills at George Brown College in Toronto.

Over the last three months, Professor Gaidosch and I have talked several times over the phone about the state of the written word.

Those taking his classes include full-time students and those hoping to improve their standing in the workplace. He has written two self-help books on the subject, available at www.profsecrets.ca., and tells anyone who will listen -- students, parents and talk radio audiences -- that many students enter college unprepared for the next level of learning, or can't compose clear proposals and memoranda for work.

"They are unable to capture their thoughts on paper," he says.

This puts them at a tremendous disadvantage in an environment where writing is the cornerstone of success.

Every subject, except math, requires writing, be it notes, tests, essays or themes, says the professor.

Ditto for the private sector. Employers are eager for employees who can write clearly and analytically. He sees students graduating from high school with honors and A averages who can't express ideas in writing.

The problem, contends the professor, goes beyond grammar, spelling and punctuation. Students today are adept at technology, perhaps too adept. They know how to surf the Web and play video games but can't extract key themes from readings and lectures.

Ample evidence supports the professor's assessment.

Corporate human resources directors can supply anecdotes about linguistic shortcomings among prospective employees.

While schools and the education system make a convenient target for criticism, the problem has been lapping at the edges of society for generations. Tests that measure writing and reading aptitude have been sliding for decades, while math and science scores have risen. This indicates that school priorities, and by proxy, those of society, have been focused on a future in which those trained to keep up with rapid advancements in science and technology hold the trump cards.

Teachers have turned to new methods for passing along information and ideas. Classes have become more hands-on and less focused on language skills. And instead of writing papers, students often present reports on posterboard or even use computer programs such as PowerPoint.

Yet the goals of improving writing and keeping up with the technological Joneses need not be mutually exclusive.

Writing requires analytical skills, and the very act of writing takes concentration and focus, all of which are elements of scientific thought and reasoning.

A model demonstrating the value of cross-pollinating disciplines exists at Venice High School.

After three straight years of earning C's on Florida Comprehensive Assessment Tests, Venice High School last year jumped to the head of the class with an A. The tests measure students in writing, reading comprehension and math/problem solving.

The reason for the improvement, according to Principal Candy Millington, was a schoolwide program that had students writing in all classes, including physical education, art and even JROTC.

Schools looking to improve their FCAT scores should heed Venice's example.

The Professor’s Secrets Success Package (essay, study and test writing techniques) is not available in stores. It can be ordered directly from the publisher (Classic Legal Publications) at 1-877- 439 - 3999. Professor Bernie also has a website www.profsecrets.com.

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