Journalism One
Article of the week
By: ADRIANA STRANG
The Trouble With E.L.A. Books
In every English class on campus, students are reading books required by the state curriculum. After a full minute of groaning and sighing, each student gives in. With these books come assignments by the dozen and everyone dreads it. As soon as the first reading check is announced, every student’s eyes become glassy as they realize the teacher is dead serious that there are reading checks each and every week. The horror of reality sinks in as they realize they don’t get time in class to read it. Four chapters in one week seems utterly impossible to even the best of students. Some may be scared of English class forever.
Every year, students are required to read at least one novel assigned to them by the curriculum. At the end of each section, there is a reading check. At the end of each book is an essay. Students dislike the assignments and that dislike transfers to the books themselves. Every day, students are anxiously waiting for the teacher to assign the next big project or assignment.
“I understand that we have to read some of the books, there are probably ways to make reading a less interesting book more interesting than writing an essay,” Logan Micheal (10), said. “A lot of them are classics. It’s just that kids our age just don’t always find the classics interesting.”
English two teachers have already talked to their classes about an essay at the end of their current class novels and students' reactions are less than enthusiastic.
“The hope is you’ll learn specific analytical skills,” english teacher Bailie Craford said. “So when you’re reading literature, you’re looking at the author’s use of specific things, devices, techniques and you’re analyzing the effect.”
Some students struggle with getting through their books and can’t complete the assignments on time with everything going on.
“If you're really struggling to get through with something, I would simply encourage you to continue practicing time management in getting through it,” Crawford said.
Another strategy, suggested by Micheal, is to focus on one character you like to get through the book. Use that character to spark some interest in what is happening.
“When English teachers give us books to read as homework, they make reading that extra assignment that nobody likes,” Jonathan Beierle (10) said. “Reading thus becomes something that you feel as though you have to pay attention to all the time. This then makes reading an often stressful thing for students.”
For some students, it is a struggle to find time in their schedules to read the book. With extracurriculars and homework, they are forced to cram the four or more chapters in the night before the reading check.
“I’m just going to encourage y’all to do your best like you would in a normal year, to simply make the time,” Crawford said. “I think it’s one of those, being a little bit more diligent in time management.”
For some, the books just aren’t that interesting. Teachers usually pick nonfiction or realistic fiction and that doesn’t interest everyone.
“I don’t dislike all the language arts books. I mean, they’re just normally not books I would choose to read off the shelf myself,” Micheal said. “Sometimes I’m forced to read books and I end up enjoying them. It’s just a 50/50 shot.”
Variety in class novels would be appreciated especially by those who like other genres than the normal ones teachers pick.
“Try to find something that kids might actually enjoy,” Beierle said. “By that I don’t mean that kids should be absolutely loving the book, I mean that they should at least be interested.”
At the same time, students are also reading independent novels they get a choice in.Those are much more enjoyable for students.
“We try to incorporate independent reading because there’s so many benefits to reading in that you get to choose what you want to read,” Crawford said. “You’re reaping all of those benefits without realizing it.”
Adriana Strang (10)
Staff Writer
Every year, students are required to read at least one novel assigned to them by the curriculum. At the end of each section, there is a reading check. At the end of each book is an essay. Students dislike the assignments and that dislike transfers to the books themselves. Every day, students are anxiously waiting for the teacher to assign the next big project or assignment.
“I understand that we have to read some of the books, there are probably ways to make reading a less interesting book more interesting than writing an essay,” Logan Micheal (10), said. “A lot of them are classics. It’s just that kids our age just don’t always find the classics interesting.”
English two teachers have already talked to their classes about an essay at the end of their current class novels and students' reactions are less than enthusiastic.
“The hope is you’ll learn specific analytical skills,” english teacher Bailie Craford said. “So when you’re reading literature, you’re looking at the author’s use of specific things, devices, techniques and you’re analyzing the effect.”
Some students struggle with getting through their books and can’t complete the assignments on time with everything going on.
“If you're really struggling to get through with something, I would simply encourage you to continue practicing time management in getting through it,” Crawford said.
Another strategy, suggested by Micheal, is to focus on one character you like to get through the book. Use that character to spark some interest in what is happening.
“When English teachers give us books to read as homework, they make reading that extra assignment that nobody likes,” Jonathan Beierle (10) said. “Reading thus becomes something that you feel as though you have to pay attention to all the time. This then makes reading an often stressful thing for students.”
For some students, it is a struggle to find time in their schedules to read the book. With extracurriculars and homework, they are forced to cram the four or more chapters in the night before the reading check.
“I’m just going to encourage y’all to do your best like you would in a normal year, to simply make the time,” Crawford said. “I think it’s one of those, being a little bit more diligent in time management.”
For some, the books just aren’t that interesting. Teachers usually pick nonfiction or realistic fiction and that doesn’t interest everyone.
“I don’t dislike all the language arts books. I mean, they’re just normally not books I would choose to read off the shelf myself,” Micheal said. “Sometimes I’m forced to read books and I end up enjoying them. It’s just a 50/50 shot.”
Variety in class novels would be appreciated especially by those who like other genres than the normal ones teachers pick.
“Try to find something that kids might actually enjoy,” Beierle said. “By that I don’t mean that kids should be absolutely loving the book, I mean that they should at least be interested.”
At the same time, students are also reading independent novels they get a choice in.Those are much more enjoyable for students.
“We try to incorporate independent reading because there’s so many benefits to reading in that you get to choose what you want to read,” Crawford said. “You’re reaping all of those benefits without realizing it.”
Adriana Strang (10)
Staff Writer
