{"id":2371958,"date":"2017-03-13T11:23:25","date_gmt":"2017-03-13T16:23:25","guid":{"rendered":"https:\/\/clearwaterpress.com\/oneyearnovel\/?p=2371958"},"modified":"2023-01-06T21:59:41","modified_gmt":"2023-01-07T03:59:41","slug":"journalism-trains-mind-write-great-essays","status":"publish","type":"post","link":"https:\/\/clearwaterpress.com\/oneyearnovel\/blog\/journalism-trains-mind-write-great-essays\/","title":{"rendered":"How Journalism Trains the Mind to Write Great Essays"},"content":{"rendered":"

\"oyan-blog-journalism-pinterest\"<\/a>By Daniel Schwabauer<\/strong><\/p>\n

If you follow us on Facebook<\/a> or get our e-newsletters, you\u2019ve probably got wind of this year\u2019s big announcement: I am releasing a brand-new video curriculum this summer!<\/strong> The past six months have been an exciting creative journey for us at Clear Water Press, and it\u2019s rewarding to finally have the website<\/a> up! The curriculum is called Byline<\/em>, and, like The One Year Adventure Novel<\/em> (\u201cOYAN\u201d), it\u2019s designed for grades 8\u201312 and taught on video.<\/p>\n

On the surface, Byline<\/em> is a language arts course that focuses on journalism.<\/strong> Or, to be more accurate, chronojournalism. Which is my way of saying that students join me in reporting on the past. Giving readers \u201cYesterday\u2019s news today.\u201d<\/p>\n

So, obviously, we have to study history as well. And that unique combination of language arts, journalism, and history<\/strong> is what gives Byline<\/em> its distinctive theme. It\u2019s why we chose the 1930s for our setting. Before World War II, big city newspapers were still the most powerful media in the world. And modern kids think of the 1930s as ancient history.<\/p>\n

But none of this is really the point. We did NOT create Byline<\/em> just to offer a quirky journalism class.<\/p>\n

Byline<\/em> actually does three things that won’t be obvious to students. First, it\u2019s designed to teach critical thinking skills. In particular, the skills of observation, inference, analysis, and interpretation. Those skills are essential to writing, and to every other subject. But too often they\u2019re separated from other disciplines. Writing is about putting thoughts onto paper. If you can’t think well, you won’t write well.<\/strong><\/p>\n

Second, we wanted to inoculate students against the sort of propaganda that has taken over social media. And, to be honest, pretty much EVERY form of media.<\/p>\n

Propaganda isn\u2019t about telling lies. It\u2019s about creating interpretations of facts. This is why every major media outlet can both fact-check its work AND be perceived by political rivals as biased. So the student who learns to separate fact from interpretation is much harder to indoctrinate.<\/strong> And I think that is a worthwhile outcome, whatever your political convictions happen to be. As I tell Byline<\/em> students early in the course, we\u2019re not living in the information age. We\u2019re living in the MISinformation age.<\/p>\n

The third thing Byline<\/em> does may be the most important, at least in terms of scholarship. It\u2019s actually a secret I don\u2019t reveal to students until the very last lesson. Byline<\/em> teaches essay writing.<\/strong>\u00a0Byline<\/strong> is my answer to the question, \u201cHow would you teach a teen to write an essay?\u201d\u2014a question I have received ever since releasing The One Year Adventure Novel<\/em>.<\/p>\n

The main reason it\u2019s structured as a chronojournalism class is to remove the expectation that writing essays has to be boring<\/strong>. In fact, I only use the word \u201cessay\u201d a few times before lesson 72, and even then it\u2019s in reference to things other than the assignment.<\/p>\n

Modern education often sees the essay as a canvas for academic jargon. So we make students memorize latinate terms like exposition and delineation and empirical persuasion\u2014which is fine\u2014but we don’t tell them why these terms matter or what they can be used for. We take the storytelling out of it.<\/strong> We suck out the conflict and the humor and the personality, and then expect them to learn to be good writers by outlining a five-paragraph theme about the Freudian implications of blood in Macbeth.<\/p>\n

It\u2019s crazy. And it gets even worse after high school. I was once invited to the English Department of a local college to meet with the department head. She wanted to talk to me about their requirements for incoming homeschool students\u2014what they expected homeschoolers to be capable of in order to be admitted. At the end, she handed me a double-sided, single-spaced document that, as I recall, was around 10,000 words long. They gave this document to incoming students. And the point was to spell out what the college expected from them in terms of their English classes.<\/p>\n

The problem was, it didn’t<\/em>\u00a0spell anything out, because it wasn\u2019t written in English<\/strong>. It was written in educational jargon. Which is sort of like English, only different.<\/p>\n

Well, I read through the first few pages and said, \u201cYou know, I have a Masters degree in English. I even graduated with honors. And I have no idea what this document says. You can bet those incoming students won\u2019t either. In fact, I guarantee you: they aren’t even reading this.\u201d<\/p>\n

Now, I\u2019m not saying that English professors are looking<\/em>\u00a0for jargon in their Freshmen and Sophomore essays. On the contrary, I think most professors would agree with me that such writing is the bane of their existence<\/strong>.<\/p>\n

The problem is, by the time most students get to college, they think<\/em> this is what good academic writing is supposed to look like. College professors then have to wage a frustrating war of red ink. They have to strip students of the illusion that making sentences longer and grammatically obtuse somehow makes them more literary.<\/p>\n

The opposite is true. Clarity of thought and presentation will set any college student apart.<\/strong> For that matter, it will set any WRITER apart. C.S. Lewis wasn\u2019t just admired for his imagination. One of the main reasons his work endures is that he was so good at saying profound things in a simple way.<\/p>\n

He knew the jargon. He just avoided it. And I can promise you that a student who practices essay writing using a more relaxed and personable style\u2014for instance, the style employed by journalists\u2014will have a huge advantage over students who don\u2019t. When most English professors encounter a student who thinks clearly, supports her conclusions with evidence, and makes an argument in a conversational style, they are delighted. They start saving that student\u2019s papers to read last, like dessert.<\/p>\n

And those three things are, coincidentally, what chronojournalism teaches: clarity of thought, supporting research, and a conversational style<\/strong>.<\/p>\n

Byline<\/em> is essay writing\u2014even academic writing\u2014without the horrible feelings that are usually attached to it.<\/p>\n

And, yes, Byline<\/em> does prepare students for possibly the most dreaded aspect of writing college essays: citations. While I don\u2019t require citations on every assignment, I train my \u201cstudent reporters\u201d to support their journalism with sources, and to record these sources in their Notebook. At the end of the course, when the students compile their articles, I ask them for a Works Cited page (or pages). It\u2019s not something I would make an 8th grader do, but for grades 10 and above, it\u2019s a very good idea.\u00a0The payoff is that students will learn and practice a skill they\u2019ll have to use frequently when they go to college<\/strong>. It will make their courses less intimidating later on.<\/p>\n

Charles Lipson\u2019s book Cite Right<\/em>, published by the University of Chicago Press,\u00a0is an excellent resource for this. I don’t know the author and I\u2019m not getting anything out of my recommendation; I just think his book is very clear about how to do citations. \u00a0It\u2019s the sort of thing students can take to college and use over and over. You should be able to find a copy at the library or buy one online for under ten bucks.<\/p>\n

And that\u2019s it. Byline<\/em> in a nutshell.\u00a0My answer to the question, \u201cHow would you teach a teen to write an essay?\u201d<\/strong><\/p>\n

…<\/p>\n

\"Daniel<\/a>Daniel Schwabauer,<\/strong> MA, is the creator of The One Year Adventure Novel<\/em>\u00a0<\/a>and Cover Story Writing<\/em><\/a>\u00a0creative writing courses. His professional work includes stage plays, radio scripts, short stories, newspaper columns,\u00a0comic books and scripting for the PBS animated series\u00a0Auto-B-Good<\/i>. His young adult novels,\u00a0Runt the Brave<\/em><\/a>\u00a0and\u00a0Runt the Hunted<\/em><\/a>, have received numerous awards, including the 2005 Ben Franklin Award for Best New\u00a0Voice in Children\u2019s Literature and the 2008 Eric Hoffer Award. His\u00a0third book,\u00a0The Curse of the Seer<\/a>,<\/em>\u00a0released in the summer of 2015.<\/p>\n","protected":false},"excerpt":{"rendered":"

By Daniel Schwabauer<\/strong>
\nIf you follow us on Facebook or get our e-newsletters, you\u2019ve probably got wind of this year\u2019s big announcement: I am releasing a brand-new video curriculum this summer! 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