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Such approaches only scratch the surface, of course. “Of all the levels of education, secondary schools probably have the greatest need for new program ideas and for better teacher training.” (Rose et al 66) And most improvement efforts are still confined either to college bound students, or to vocational training; there is little integration. Many educators would be surprised at the range of writing improvement efforts occurring outside of formal education. No thorough surveys have been done, but numerous companies have writing courses (at least for professional employees), and some unions offer basic skills programs. Furthermore, independent workshops have sprung up to serve specific professional needs. Instructors in these programs usually are not trained in composition. They may have a background in journalism or technical writing, and they typically have first-hand experience of the language and techniques of the professions they address.
Finally, we should draw into the picture the government agencies and foundations that have seen writing improvement as a priority concern. These are mainly FIPSE, NIE and NEH at the federal level, although there is not really a coordinated program among these agencies. (Atwell 79) Programs in the Office of Education (OE), which most directly affect elementary and secondary education, have so far been less prominent, partly because their range of discretion is much more confined. So far there has not been talk of a “Right to Write” program, although in fact “Right to Read” programs funded by OE can and sometimes do include writing skills. (Atwell 82) Foundations, particularly Exxon, Sloan, and Lilly. have had an interest in writing, but have not sustained funding programs. (Atwell 82)
So there is no shortage of actors interested in improving writing, including many besides English teachers. There is, however, uncertainty about how much and how permanently any sector will take responsibility for writing instruction. Sometimes writing has been a hot potato, tossed from department to department, from college to high school to training program. Just at the moment, given the shortage of younger students as well as new pressures to require demonstrable competence, writing improvement has become more like a bridal bouquet. It remains to be seen whether that results in a better understanding and sharing of responsibility.
