EDTP 540: Reading Response: Wilhelm, Chapter 2

Although I felt this chapter served mostly as a bridge into what's to come, it does wrestle a bit with an important issue for English teachers, the question of why we teach literature. In light of the first part of the chapter, which basically tells us that (for Wilhelm's middle schoolers, at least) school, not reading, is the reason kids don't like to read--and kids know it--the question takes on a sort of pessimistic tone. "If all we're doing is killing reading for these kids, why don't we just teach technical texts and let kids hold onto some faith that reading literaure might be different?

Since Wilhelm got this book published, and we're reading it, I'm assuming he found some way to have kids read in school without ruining their reading experiences. I'm eager to hear about it. In the meantime, I actually began working on the "why teach literature" question in another class, and I have my own answer: My purpose as an English teacher is to teach kids how to use the language, how to be effective and fluent communicators. In order to be enthused about that, they need to see examples of what the English language is capable of doing. Writers of literature are experts of language who test its potential. On a sticky note left in one of my books, I jotted a vague analogy about a boxer-in-training watching videos of Muhammad Ali. Sure, any bozo who's had a few sessions and a few fights can teach you the basics of the sport, but to see the art of it and to see what you could be reaching for (even if you have no intention of reaching all the way), you need to visit with the experts.

This isn't an argument for "the classics" or "the canon" in high schools. Just for real, good literature that kids can enjoy for its artful and clever use of language, not just its subject.

EDTP 540: Reading Response: Wilhelm Intro & Ch. 1

At the close of the introduction, Wilhelm briefly introduces a girl he calls Joanne. I liked Joanne, and I'd like to get to know her better. I like that she was forthright enough with her teacher to tell him, "You're not interested in how I read." I like that she's savvy enough to separate what is right or true for her from "what you all (teachers) think is right." And I like that after she "does what she has to" in school, she goes home and spends time on "real reading." (Wilhelm, 10) That is, of course, pleasure reading, apart from quizzes, questions, and assigned page quotas.

Yeah, I like Joanne, but how many kids are like her? I always thought I was pretty smart, and I always thought I loved to read, but even now as a grad student I have trouble bringing myself to do much pleasure reading after all my school reading. As teachers, can we make all reading "real reading?" Can we let kids who have sports, TV, video games, hi-tech toys, and the internet only read pleasurable material? Is it possible to make everything they read a pleasure? Of course not, so where do we start, and where do we stop?

Wilhelm notes that his students "didn't seem to converse with or critique characters, authors, or other readers." (23) Maybe Joanne did, but she knew well enough not to do it in school. I bring this point up, though, because the trutt is that we can't make all reading a pleasure, but we can teach kids that it's ok for them to dislike a book. We can let them know that even English teachers sometimes read books that we don't like, or even stop reading books that we don't like. We can stop cramming the institution down their throats and admit that we didn't get Shakespeare the first time either, Bronte is a bore, and every time I sat down to read Heart of Darkness in high school, I literally fell asleep. I did get through it, but it took a while.

I suppose you'll always have the "Marvins" who just think that reading is stupid, but you'll also have the Joannes, and if kids who like to read don't like to read for your class, you're doing it wrong.