What makes good writing good? And can it be taught?
This topic is not new, but the recent Atlantic article The Writing Revolution reignited the debate (see here and here for more). It certainly made the circuit among all my teaching friends. The article follows the story of one underperforming school in New York that decided to pursue good writing with a passion, following the idea that structured writing, where students are taught tangible rules and how to apply them, leads to better comprehension of all subjects. And so far, it seems to be working.
The school believed that the primary issue stemmed from students not understanding basic sentence structure and how to vary sentence structure, and they built from there. If you think about it much, it’s not very revolutionary at all; it’s just focusing on fundamentals. Varying sentence structure is a solid, basic rule of writing that is virtually invisible when it’s done well.
When I wake up, the other side of the bed is cold. My fingers stretch out, seeking Prim’s warmth but finding only the rough canvas cover of the mattress. She must have had bad dreams and climbed in with our mother. Of course, she did. This is the day of the reaping.
Collins pulls us along and controls the pacing with her masterful use of varied sentence structure. Longer. complex sentences tend to draw us out or be more contemplative; shorter, more to-the-point sentences give more punch. Without the sentence complexity, it might sound a bit like this:
I wake up. The other side of the bed is cold. My fingers stretch out. I’m seeking Prim’s warmth. I find only the rough canvas cover of the mattress. She must have had bad dreams. She must have climbed in with our mother. Of course, she did. This is the day of the reaping.