Monday, February 01, 2010
While there are some, especially older students, who carry around excess anxiety and who sell themselves short academically, the more common affliction is overconfidence: �I expected to do a lot better.� The bump in the road that is the developmental class is seen as an aberration, largely lacking the sobering effect it would have had 30 years ago. No one is going to flunk out of school. Plenty of warning is given if you are in danger of failure. Most developmental courses can be taken on a pass/no pass basis. One�s GPA remains intact in any case, including a withdrawal. A system is in place to cushion failure, and students who have always been praised for just showing up need it. They have been told time and again, �You can be anything you want.� All that is needed is �passion.� So when the academic path contains a detour, explanations to yourself and to others can come easily. Scholastic problems don�t emanate from within but from without. So determined is the college to offer �support� and so long is the list of reasons to receive that support that almost anything can be explained by or blamed on an external cause�poor time management, attention deficit disorder, you name it.Not much to be done. We could get all tough love-y and just whack their self-esteem into place. But the drill instructor part hurts "retention", which means those classes that keep Prof. Miller's and my colleagues in subscriptions to Granta. So we throw money at the problem through academic services that give us students who ... are now more overconfident. And narcissistic. Why should they have to know grammar? You knew what they meant.
And we encourage that narcissism too.
As the college Web site says, the goal is �the development of persons as well as intellects.� Oblivious to signals of topic fatigue, some professors continue to assign readings highlighting racial or gender oppression, closed-minded fundamentalist Christians, wise elders �of color,� and any reading that focuses a spotlight on the warts of U.S. policy, history, or culture. Some professors operate on the mistaken assumption that students will be struck by �Aha!� moments as they are enlightened. So slight do we feel our influence to be that we take undue delight in satisfying our reformer�s instinct. Ah well, students must sigh, what else can be expected from college English professors?And it's not just community colleges. Here at SCSU the "freshman English" class is numbered English 191. Its course guidelines say that all sections will have as "focal points" "Strategies for critically engaging information and developing it in writing as evidence for arguments" and "Study of writing in relation to articulating human values, cultural perspectives, or interdisciplinary understanding." Things like "copy editing" (where I think you might try grammar or vocabulary) or "revision strategies" and "research strategies" are "secondary points."
Furthermore, students are asked to spend yet more time (as if they hadn�t spent enough in high school) dwelling on themselves, the ever-fascinating �I,� their own lives, their own �feelings,� their own variations on the endless quest for self-discovery. ...