I have always accredited my high school English experience with my success in college, as well as my desire to write outside the classroom walls. I have often heard people say that some simply have the talent to write while others do not. I have heard this excuse used by many students who do not succeed in an academic environment. However, I believe this to be untrue. Writing is something that must develop from practice. Being in a writing classroom in high school made all the difference in the world for my future in college and beyond.

Most of us know that in college, a student is expected to be able to produce academic essays and papers in all subjects, not just English. College students are expected to be able to form intelligent thoughts about a subject, not simply answer multiple choice questions. I wholeheartedly believe that my writing classroom in high school prepared me for this challenge.

Beyond the academic advantages of a writing classroom, there have been many personal advantages as well. Learning to write well provides an opportunity to express one's ideas, opinions and aspirations. I believe it was my experience in a writing classroom that taught me to express myself. As a painfully shy teenager, writing was a way for me to communicate a part of myself that would have remained hidden otherwise. Learning to write helped me to find my voice in the world. When I was too shy to speak, I could pick up a pen and the thoughts would flow, thoughts I never even knew I had until I learned to write.

If I had never been taught to write, I do not think I would be the person I am today. Because of the confidence writing built within me, I have had the courage to finish a degree in Communication at the school I always dreamed of attending. I have traveled the world, teaching English as a Second Language. As an ESL teacher in China, I had many students who aspired to attend college in the United States or England. The first thing I would tell them was, "You must be a good writer if you want to do this." I challenged my students to write in class, because I knew that this was a skill they would never regret. My students became very enthusiastic about creative writing, and I read some of the most creative stories as a result. Students that had never uttered a word in class would turn in stories that could rival any in my Fiction Writing class at the College of Charleston. I knew, from experience, that writing would open up a new world for these students, a world where their voices could be heard.

It saddens me greatly that the writing programs in America are being cut. I cannot think of a more essential program for high schools. We can learn facts, and we can learn how to calculate infinite equations, but without the ability to express ideas, we are simply robots. The quality of education in our country will suffer greatly from this change. We talk about how the upcoming generations are glued to their cell phones and cannot function without touch-screens and 4G networks. I had a friend teaching at her local community college who had a paper turned into her written entirely in text message shorthand. All I could think was, "How pathetic". This will be the direction of our country if something is not done to champion writing education.

Mary Beth Willis

Tupelo High School, Class of 2002

To whom it may concern (and it should concern us all):

One of the most integral parts of my education has been my exposure to writing. Throughout my education in elementary school, high school, and college, the skill of writing has been crucial in almost every subject I studied. Luckily, I attended an excellent school system with incredible teachers who were extremely gifted and passionate in their teaching of writing. I was taught the importance of enhancing the ability to express myself through the written word, and the necessity of writing skills is still apparent in my current college studies. Each time I write a paper, compose a cover letter, or draft a resume, I am utilizing the skills that were instilled in me by my teachers many years ago. I now have a Bachelor’s degree in English, thanks in part to the love of writing which was imparted to me during my early education.

What is incredibly disheartening about this is that so many young people are currently being deprived of the attention to writing that is so needed in our schools today. Thankfully, my little sister has been able to participate in a writing program conducted through the University of Mississippi Writing Project for the past two summers, and the difference that has been seen in her writing ability is astounding. Her writing skills rival those of much older students, simply because her interest has been ignited and her skills are being practiced every day since she was exposed to the passionate teachers associated with the writing project. She recently began writing her first novel, and she is 10 years old.

My little sister has found her voice through writing, as well as the skills to put her ideas into words. I shudder to think that writing projects, such as the one my sister has enjoyed so much, may not have the funding necessary to continue. I hope that we will not allow such projects to be de-funded, especially when the lack of emphasis placed on writing is becoming more and more apparent in all our modes of communication today.

Sincerely,

Rebekah Crider

Tupelo High School, Class of 2002

Every year of high school English always made the top of the list as my favorite academic class. The literature aspect certainly enhanced my learning experience, but the one feature that has aided me through every single part of college and life is writing. The skills I gained in the classroom are irreplaceable and I have found they give me an edge over my peers in just about anything I do. When applying for jobs I use writing to describe my qualifications, when posting ads my style of writing makes me sound smarter thus more trustworthy, and of course when I write essays for my college classes my application of the ‘magic thesis formula’ automatically places me in the top of the class. Most of my core writing abilities came directly from my 11th grade high school English teacher, Dr. Shelton, who is a huge supporter of the National Writing Project. I still recall writing skills I learned in her classroom every time I write anything. The National Writing Project made her a better teacher and then in turn made me a better writer.

From collective test scores, Mississippi is not known for high placements in comparison to the rest of the nation, but from what I gained in my English classes I am well equipped to compete with my Californian peers on the college level. I sometimes even help my friends here construct sturdy thesis statements to improve their grades. Without writing in the classroom I would not be as far as I am today. Writing has and will always be a crucial piece of my life, one I could not thrive without.

From experience I can say that without writing in the classroom I would not have made it to California with my 3.5 GPA, and any cuts to funding concerning writing in the classroom will only lead to a nationwide incompetence that would lead to a terrible fate once the students of lacking knowledge then grow up to become teachers that will unintentionally starve the next generation of the much needed ability to write. America does not need to learn this lesson the hard way. Increasing numbers of students and people will be negatively affected by their lack of writing skills and the nation as a whole will suffer for it. Something has to be done about this before we face an epidemic of the deprivation of written knowledge. Funding of the National Writing Project must not be taken away, or we are doomed to face a dim future in education.

Trace Martin

Tupelo High School, Class of 2010

Writing can be a pretty daunting task for even the most ambitious high school student, and it is a rare occurrence when a teacher actually finds a way to make the writing process enjoyable. It has been almost ten years since my 11th grade Advance Placement English class, but all these years later, I still remember how my teacher, Ellen Shelton, made the subject of critical writing enjoyable and a great deal less scary than it originally was to me. In her class, I learned that there was more to writing than just correct grammar and structure. I learned how to successfully put my thoughts on paper. I learned how to interpret works of literature for myself, rather than letting a textbook interpret them for me. The knowledge I gained in this class prepared me for all of the writing that I have been required to do in college, and I feel I had a great advantage over many of my peers who didn’t have the same opportunity as I did.

If the National Writing Project can be credited with creating more teachers like Dr. Shelton, then cutting its funding is doing a terrible disservice to the future generations of students and writers. I am now a mother, and I am continually disheartened by the state of our nation’s current education system. The killing of this important program is just one more reason to make me afraid for my children’s future education.

Hilary Adamec

Tupelo High School – Class of 2003

She was serving as a graduate teaching assistant when she discovered she loved the profession.  The sight of eyes brightening with “ah-ha” moments was a real turn-on.  So began her growth as a teacher. 

No professional milestone was more important than her introduction to the National Writing Project in one of its Summer Institutes.  What she learned there reinforced the method she was already developing, to help students to think critically and to communicate clearly.

I know her story; she is my daughter.  And I compare her favorably with my most memorable teachers of a half century ago.  Only, I think, she is more creative and excitingly infectious than any in whose classes I sat.

I have mentioned two components of any well-rounded education.  One is the ability to think critically, to assess information and distinguish between what is correct or incorrect, fact or fiction.  As simplistic and redundant as it sounds, critical thinking requires the ability to imagine, probe, explore, evaluate and adopt.  Those are not skills nurtured by the method of teaching for the test only.  They are the skills taught to teachers in the National Writing Project.

The other component is the ability to communicate effectively.  Without it, one is hampered throughout life.  Moreover, the whole of American society suffers if today’s students, and, therefore, tomorrow’s leaders, cannot convey information in a clear and intelligible manner.  The National Writing Project addresses this key issue in education.

The National Writing Project receives only a miniscule part of the Federal budget.  I do not believe we Americans receive “more bang for the buck” or a better investment in the future of the nation than through funding for this program.

I urge the inclusion of the National Writing Project in the Federal budget.

A proud father with appreciation for and to the National Writing Project

Robert Shelton

As a sophomore in college, the one of the thing I notice the most about my peers is their inability to craft a strong paper.  At first, I thought this was because they just did not care about their freshman comp classes. As I moved into more specialized classes, however, I realize that it was not that they did not care, but that I had such great teaching and training in my high school writing courses.  My high school classes have given me a leg up in composition that carries over, not only to my liberal arts classes, but also into my engineering classes.

As an engineering/pre-medical student, my professors drill into my peers and myself how important writing is.  Without exceptional writing, engineers cannot inform their employers, clients, or each other.  Without exquisite writing, doctors cannot teach their peers about new diseases and treatments that are being discovered everyday.

To sum up, writing classes are important. Incredibly important.  If anything, we should strengthen our writing programs so that even more college students have the same leg up I had.

Nick Jenkins

Tupelo High School, Class of 2010

I am a retired librarian and former high school history teacher.  I teach English as a Second Language two mornings a week and give presentations about Texas women to various groups.
 
Writing skills have always been necessary to my various careers.  Prosposal writing, book reviews, basic English grammar, goal setting, administrive directives, and presentation speechs have been a constant in my working career and everyday life.
 
Being able to converse well, structure thought processes, write letters, and address causes are so essential to this world in which we live.  Please continue funding for the National Writing Project.  It matters.
 
Ann Shelton, mother of the UMWP Site Director

In the course of my college career, I can truly attest to the fact that writing and the ability to skilfully express yourself in words is essential in every aspect of one's life whether it be personal, professional, or academic. The basis for my writing success stems from strong high school English teachers, who forced me to think critically as a writer, rather than simply scratching the surface.

As a student at the University of Mississippi, I am enrolled in a variety of classes which force me to write in several different styles. In my public policy classes, I generally write research based papers or analysis or research based articles. English classes, require a more traditional style of writing such as personal narratives, or argumentative essays. In African American Studies, I do a more historical based style of writing, in which I take certain historical themes or ideas and relate them to present day. Even though those are all very different styles of writing, I feel that I am strong in each category because I know the basics such as how to do "close readings" from passages in a novel, how to connect literary themes, determining the author's voice and purpose, and basic fundamentals of writing essays.

The National Writing Project equips teachers with the necessary tools to teach the aforementioned skills. As a student who was fortunate enough to have two teachers who were apart of the National Writing Project, I am personally asking that the funds for this project be reinstated. Without the extra training that this wonderful project provides, teachers will have yet another strain placed on them in their pursuit to educate America's youth.

Lauren Wright
University of Mississippi
Public Policy Leadership, Major
Sophomore

            When I was sixteen years old, I had the pleasure of taking an Advanced Placement English course during my junior year of high school. I went into it feeling nervous, excited, and hesitant all at the same time. Unlike myself, my classmates had been privy to a far different education in literature and writing, as they had mostly been taught in the same school district, which emphasized a more challenging curriculum than the underfunded county school where I received my prior education. I had not had the pleasure of delving into literature and examining the nuances of writing like my peers. I had just gotten by, and while I had coasted through my first two years of high school, I knew this particular year was going to be different.

            Thanks to the resources of The National Writing project, my teacher that year had the tools to challenge us, to push us outside our comfort zones to really tap into our own writing potential. In preparing for the Advanced Placement exam, we were writing essays in very constrained time limits, and at first, we could all agree that our writing was stifled by such limits, but as the year progressed, our instructor taught us how to keep those limits from hindering our writing. By the end of the year, we were able to churn out a complex essay in a mere twenty to thirty minutes that, in the beginning of the term, would have taken us hours.

            I tell you this, not because I can write quickly, and not because it prepared me for an exam, but to show you how an instructor with the right tools and resources can push their students to the best of their abilities, to make them better writers. Sure, in the working world, I have not penned an essay in some time, but I can tell you that when I was fresh out of college, looking for a job, I had the skills to pen a resume so concise yet effectively explanatory, that I did not have trouble finding opportunity, even with the declining availability in the job market. I can also tell you that I find myself even writing for pleasure now, penning short stories in my free time.

            It has been brought to my attention that The National Writing Project is under threat now, as our state and national governments are slicing funds towards education from every direction. I ask you this, how much is enough? Will it be enough when the future generations of Americans cannot link together a paragraph? Will it be enough when we, as a nation, can no longer compete on a global scale? I live in a state that is almost always on the bottom of every list regarding education, and it is definitely not something I am proud to say, but can you imagine being on the bottom of the global list in education? These cuts are taking place with no regard for the future of the American educational system. Our future generations are being punished for monetary mistakes that have nothing to do with our nation’s schools. Why must the tools and resources that have guided past generations of students into success be withdrawn for our nation’s youth?

            Honestly, I shudder to think what kind of educational environment to which my future children will have access. I was lucky enough to have educators in my upbringing who challenged me, and who had the tools available to them to push me towards a brighter future. What will my children have to say about their education? I want so much to one day hear them come home and tell me about an experience they had where a teacher presented them with a challenge, and to hear them talk about rising to meet it, just as I did that year. The National Writing Project is a valuable tool for our nation’s educators, and I know that I would not be writer I am today without the experience it provided me through a memorable educator. I only hope that it will not be silenced in the guise of monetary saving. Our nation’s young minds deserve the best we can give them, and I fervently hope The National Writing Project will be available to them in the future, just as it was to me.

Sincerely,

Mallory Davidson

 Tupelo High School

 Tupelo, Mississippi

Class of 2004

To Whom it May Concern:

My name is David White and I am a second-year student at Mississippi College School of Law.  I have been asked to describe briefly how my experiences in writing classrooms have benefited me on a daily basis – specifically, with how I perform in law school.  Writing plays a vital role in my life, both as a law student and as an individual looking for a career.  Below are some examples of how my experiences in writing classes have helped me – and will continue to help me – as I go along in life.

First, my training in the written word was instrumental in getting me admitted to law school.  Nearly every law school requires an essay to be submitted along with an application.  The essay must answer the basic question, ‘Why do I want to attend law school?’  Drawing from all the practice I have had in my years in writing classes, I planned, drafted, and submitted my essay, and it was good enough to get me into school.  The essay also helped me earn a tuition scholarship.

My experience with writing also helps me to excel in the classroom in law school.  The vast majority of law practice and study involves writing, and a student or attorney who cannot write efficiently and clearly will not succeed in the legal field.  Consequently, most law schools place a major emphasis on legal writing – Mississippi College itself requires two semesters of Legal Writing (including four major papers), one semester of Appellate Advocacy (in which the student crafts a 40-plus-page document in just under six weeks), two semesters of Legal Research (in which the student must submit two major research projects), and a writing requirement (a research project, supervised by a professor, which must be at least 20 pages long).

Any type of legal writing forces the student to use two aspects of his writing skills:  The skills that are unique to the legal profession and the basic skills of writing that apply to any professional writing.  While the former skills can only be learned in a law classroom, I was exposed to the latter skills many times over before I even left high school.  All that time spent practicing good grammar, accurate spelling, and other basic writing techniques meant that I began law school with a sufficient proficiency in those writing skills.  Consequently, when I am working on a legal document I need not waste much time with poor syntax or run-on sentences; rather, I am able to focus most of my time and efforts on the unique writing techniques necessary to excel at legal writing.

On the opposite end of the spectrum, though, are the few students who did not spend as much time and energy learning basic writing skills.  These students are at a disadvantage when, for example, they are given back a rough draft of a paper only to find that their faulty legal arguments are not the only problems with their papers. These students have two hills to climb, whereas I must climb only one.

Finally, my training in good writing will (hopefully) help me to find a job after I finish law school.  The importance of a well-written cover letter and résumé cannot be understated.  I am very thankful that I was able to practice writing such documents under the guidance and watch of a well-trained writing professor.

There are certainly other instances in which the skills I learned in writing classes have helped me in day-to-day life.  But as my mind is focused on nothing but law school at the moment, the three examples I have laid out before you will have to suffice for now.

Thank you,

David S. White

March 23, 2011