Students at the high school are expected to take a series of the regents’ exams so as to graduate from the high school. The education given to students is just for helping them to graduate high school so that they may be prepared well for their college careers. This provides a hindrance of whether students are properly prepared and equipped for college. There are strict roles in the departments of the education in the various states where teachers are supposed to educate the students on how to pass exams instead of teaching children on true essence of the subject. The aim of the teachers is to train the students so that they can get the test correctly.
Due to the style of learning used at the high schools, students are unprepared for the college level writings since they lack skills for creating a sophisticated piece of paper (Tyre, Peg.205). This paper will discuss why students from high school are not prepared for college writings. To begin with, students from high schools are not prepared for college writings since they have no skills on object based writing skills. The teachers do not explain to students what matters most in English writing. In this skill of writing ideas are what matters most in the writing. Ideas are derived from the objects. Object oriented writing is important as it enables the writer to pass ideas about the subject one is writing about. “Ideas are what matter,” Bernadette said confidently. “Getting them to define and handle ideas is what’s important, not things.” Majority of the learners from high school to the colleges have essays work which is difficult to understand since they do not pass on ideas clearly. They abstract the ideas such that they cannot understood easily.
The use of abstract words instead of the ideas multiplies in the essay making it hard to be understood. The students from high school concentrates on tools to pass the tests but not knowing how to write good essays. Therefore teachers should teach the students on how to use object oriented skills of writing (Fish 50).This will enable the students to avoid use of abstract words in their college writings. According to Tyre, Peg (205), students at the high school level lacks preparedness to college level writings. They lack summarizing and quoting skills which are not learn at high schools due to nature of the education system. The education system is geared towards passing tests that will enable their graduation. At college level quoting the texts and summarizing arguments makes it important for effective writing. Even if one has clear points and has not quoted effectively, writing cannot be effective. The citing skills are also important for college level writings. The students at high school should learn how to cite, quote texts and summarize their arguments.
This will enable the writing to be effective and have understandable work. In addition, most high school students are taught how to come up with a five-paragraph essay. This instruction, however, has long-term damage if focused on before looking at the interaction among drive, listeners, and contented has on the growth of writers. It severely mispresents coming up with a sophisticated, messy, recursive nature. There is an oversimplification which involve getting scholars to have deliberations of addressees and aim which direct reliable content selections and preparations. This way, a student is not well taught on the issue of writing. Moreover, in her amazing gigantic animation, Sandra Boynton correctly arrests and imitations the five-paragraph refrain, featuring its parts as containing too many teeth which cannot bite or which are limp and drawn out. This imagery created stands to emphasize how the paragraphs contain minor points that are largely bulky. The astonishing thing is that most students acknowledge this form of instruction and praise it for having made them love to become English teachers.
The teachers, on the other hand, do not seem to know what to replace the kind of instructions with. Obstacles such as doing away with traditional practices and beliefs and offering readily approved, operative replacements for those practices face those who try to replace the kind of teaching with a more authentic teaching. As Michael W. Smith and Jeffrey D. Wilhelm points out, the novel values put highlight on script convincing influences on subjects that are considerable, clear and inclusive informational manuscripts that can have imperative exertion in the world and convincing tales that encourage comprehension of oneself, other people and the world in general(Michael 47). The joint core state ethics are however articulately quiet on kinds such script might take, tenaciously labeling disagreement, informational scripting, and narratives like ‘?writing types’ to distinguish these texts types from kinds. There is nonentity that promotes five-paragraph theory in the language of the standards. McCarthy and Wardle have both looked into the issue of how scholars transmit what they absorb in college work into other types of educational writing locations (Cathy 56).
They have both concentrated on discovering how learners take up fresh writing responsibilities. Similarly, scholars have wanted to know which previous information from high school first-year scholars can use in starting college composition. However, up to date, it has not been established how students use earlier knowledge in writing and if the knowledge is important in the new level of study or not. Initial transmission in the arenas of psychology and education concentrated on certain circumstances in which instances of transfers took place. Done in investigation surroundings and gaging members’ capabilities on the way to produce definite characters from single setting to another, outcomes from this investigation gave the impression that transmission was out rightly unintentional, but make sure of not look at transmission in settings more dependable and intricate than those replicated in a research workroom. Perkins and Salmon put forward that scientists should put into consideration that the circumstances and settings under which transfers take place, redefining transfer in three subcategories: near contrary to far transference, how hardly linked a fresh condition is to the unique; high-road transmission that includes knowledge preoccupied and applied to another setting. Reflexive transfer involving knowledge as a result of something brought about by something similar in another context (Perkins 12).
It is found to be the truism that learners pull on earlier information when dealing with new responsibilities and when the obtained knowledge does not fit the fresh circumstance, the successful relocation is not expected to happen; this is seen in text usually, but it is mostly seen in first years’ composition classrooms in college. There is usually no prior knowledge of crucial writing notions and non-fiction editions which attend as illustrations. This is mostly so because students go to college with little skill with the commencements and types of writing that they will involve themselves within their first year of studies. Colleges should, therefore, focus on teaching students how to write clean English sentences that are obligated to provide what they missed to get from their previous teachers. A good number of people have remembered with a mixture of fondness and pain the instructions they got from severe nuns. An expectation of college teachers to teach what high school teachers did not teach is an extra burden but it is essential that it is done(Fish 50) The issue of the relationship between reading and learning in writing has been found to be complicated.
Classical advocates addressed the quality of simulated; scholars were given sentences from pronounced writers and requested to reproduce their method with a diverse content. Again, students from the high school are not prepared for college writing since they lack skill of providing specific and real examples in an essay. The teachers in high school concentrates on giving students tools on how to pass exams. They do not give students skills of writing during their English lessons. For students at college to write an interesting essay they have to learn how to use specific and concrete examples that relates to essay. Giving concrete examples to an essay is a skill which is teachable and therefore it is important for the teachers to teach students on it so that they may be prepared to write good essays at colleges. (Tyre, Peg.205). Lastly, students at the high schools prepare themselves for standardized exams which does not prepare them for the college writing. This type of learning in the high schools does not enhance innovative and creative reasoning which is important in the college writing. Due to lack of innovative and creative ability in the writing at the colleges, it makes the high school students to write the essays which cannot be understood by the lecturers at the college levels. Teachers at the high school should prepare students for the college levels. The English that is learn in the high school should enhance creativity and innovative skills which can be used effectively in college essays leading to understandable writings. To conclude, the type of education system which is learnt in high school level is geared towards passing the test so that student can graduate from the high school. The education does not prepare students for the college level writings. The English which is learnt is for the purpose of passing texts. This makes students at the college level to have problem in writing their essays. Therefore, it is important for the teachers at the high school to teach students writing skills which will prepare them for the writing in college level. The students should learn skills such as quoting, summarizing arguments, object based writing skills and concrete giving of the examples. This will lead to preparing students for college level writings.
2nd ed. New York: Norton, 2009. Print. Encyclopedia of Education. 2nd ed. Oxford: Fish, Stanley. “What should colleges teach.”? The New York Times? 24 (2009). Graff, Gerald, and Cathy Birkenstein. They Say, I Say: The Moves That Matter in Academic Writing. Pergamon P, 1992. 2-13. Print. Perkins, David N., and Gavriel Salomon. “Transfer of Learning.” International Print. ricksen. “The Common Core: New Standards, New Smith, Michael W., Jeffrey D. Wilhelm, and James Fred- Teaching.” Phi Delta Kappan 94.8 (2013): 45–48. Tyre, Peg. “The writing revolution.”? The Atlantic? 19 (2012).
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