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Recently, after I reported that experts had discovered a natural enthusiasm about writing among many first graders even before they were taught to write, Nancy Larson Shapiro, director of Teachers and Writers Collaborative, commented in a letter that these findings underscore the importance of honoring the craft of writing in the classroom. The collaborative, a nonprofit organization, has for 15 years helped to improve the teaching of writing by providing better materials and by enlisting professional writers to help make teachers better writers and thus better teachers of writing. Next fall, for example, the collaborative will hold teacher-writer seminars to give teachers a chance to write and to introduce them to recent research on writing.
Miss Shapiro related, with unconcealed anger, the following recent experience: A New York City elementary school in an affluent neighborhood had been given a grant for a writing program for gifted youngsters in the first through sixth grades. When a professional writer, discussing plans for the program at a special meeting, suggested that she might begin by asking the children to write about their dreams, the assembled parents, teachers and school administrators brushed such ideas aside and responded only with such technical and mechanical concerns as ''How will the pupils know what a sentence is?'' One parent, a lawyer, suggested that the children be taught to write memorandums, presumably to prepare them early for life in the corporate world. And other parents commented: ''Only a few children will love writing. The rest need to learn it as something they have to do.'' It's only a small step from that view of writing as a necessary chore to writing as punishment.
In the November-December issue of the collaborative's newsletter, Teacher and Writer, Jack Collom, who has been ''visiting poet'' in many classrooms, says: ''I have never worked a day in a school without getting excited about some of the things the kids wrote.'' He likes to ask them to write ''I remember'' lines or poems.
''I remember,'' wrote a sixth grader, ''when I locked myself in the bathroom in the dark. The darkness came over me like a monster and swept my feet with fear.''
A fifth grader wrote: ''I remember going to the movies and a monster tried to eat me.'' And a few lines further: ''I remember going home and my mother was not there.''
An eighth grader came up with: ''New York can be colorful when thunder and lightning are slashing through the dark skies.'' Such quotations are proof that the joy of writing is not dead in today's children unless it is killed in the bud by adults. Last week help came from an unexpected source: the United States Postal Service has just published a 63-page booklet, ''P.S. Write Soon,'' an illustrated guide to the pleasures of writing and receiving letters, aimed at children in the fourth through eighth grades. The National Council of Teachers of English is distributing it. (N.C.T.E., 1111 Kenyon Road, Urbana, Ill., 61801; $2.50 for a single copy, $1.50 in sets of 20 or more for school use.)
''Don't be afraid to reach out with your words,'' says William F. Bolger, the Postmaster General, in an introduction. The ''how to'' book includes instructions for self-made stationery, proper mailing of letters and addresses of groups that arrange for pen pals, and it concludes with a famous exchange between 11-year-old Grace Bedell and Abraham Lincoln on the subject of the latter's then beardless face. Grace advocated whiskers; Mr. Lincoln then called them ''a silly affectation.''
A commercial for the Postal Service? Why not? What's wrong with competing with the telephone company's appeal to ''reach out'' via voice only that may have contributed more than any other factor to making letter writing seem obsolete? Why not remind children that while there may be easy, effortless fun in hearing that distant voice, those words evaporate after you hang up, and there is no way of rereading, savoring and even collecting them.
Of course, letters can also be drudgery, as in the compulsory note to thank Aunt Emma for the sweater you never wanted. But a letter to a friend or a grandparent can contain magic -proving the folly of those who view writing as obsolete and the sin of teachers who use it as punishment.Continue reading the main story