Behind the longtime dominance of the school essay, was a similar certainty about the purposes of writing. Shirley Brice Heath examines the nineteenth century evolution of writing from largely casual and informative practices (which were widespread) to more formal expressions of much greater moral import (and therefore relatively restricted). By the end of the nineteenth century the composition course in both high schools and colleges was much more than training in basic writing; it was a crucible and test of intellect and character. (George 135)
The fading of composition as required study in the 1960′s involved recognition that using writing instruction as primarily cognitive and moral education had worn thin. It is meaningful that we now prefer the term “writing” to the more ambiguous (and ambitious) term “composition.” (Atwell 126) The focus on basic writing more nearly meets the needs of a wide range of learners. It also allows for demonstrable gains in a very complex skill, and so learners are empowered.
In principle, this empowerment is apart from the particular values through which composition has served as a middle class sorting device. But in practice, the unquestioned need to master surface features predominates and this alone can make writing instruction seem like training in etiquette. This seems usually to be the case in the early grades. The emphasis on work-related writing does entail a welcome gain in relevance over the exclusive use of the formal expository essay. Other purposes for writing also have a powerful claim, and these have not yet had as prominent a place in the movement to improve writing. The traditional claim that “writing is good for you” deserves a fresher form, in terms of purposes that are more nearly the learner’s own. (Meyer et al 130) And the association of writing instruction and intellectual (if not moral) growth runs deep, and must be based on insight into human development.
