In Response to The NYTimes

By Rebecca Wallace-Segall, Danielle Sheeler, and Yael Schick

As literacy curriculum developers, we enjoyed the New York Times article “Why Kids Can’t Write.” But we were surprised by the limited view it provided into the cultural landscape of literacy education. While the writer acknowledged the importance of the synthesis of personal voice and direct grammar lessons, she profiled only educators who either resist teaching direct grammar lessons altogether or, on the other extreme, who flat out reject student-centered learning that promotes joy and the development of personal vision and voice. Continue reading “In Response to The NYTimes”