Journal 5

In the 1970's teachers began teaching the test rather than to allow students and educators to explore linguistics and written communication freely. Under the cloud of performance quotas teaching became restricted, tight, and over-regulated. Not only was the sense of wonder and romance of language lost, but teaching was reduced to "accountability" (McComiskey, 2006, citing Nelms) p. 20. Educating children in composition became mechanical. Instructors systematically followed a checklist like a manufacturing plant that was certain to abandon individual thought.

In the 70s the trend shifted to standardized testing. The pressure to produce good results took on a life of its own and did nothing to inspire future writers. It satisfied administrators and politicians but the classroom suffered as creativity was destroyed. English became boring, robotic, and automated. Nevertheless, teachers were required to show they can get the job done. Testing provided assurance that proficiency was been achieved.

Two parties with significant interests in the outcome of teaching English composition during this period were children and teachers. Children were taught to become better test takers. Teachers settled on teaching only what was covered on a test. The door was closed on endless possibilities through written expression as a child bubbled in one test question after another. Both were sold short.