Here’s a worthy little book to get you caught up on the sorry state of school essay instruction. I got The School Essay Manifesto: Reclaiming the Essay for Students and Teachers to find out some better ways to write first drafts before shaping them into literary analysis essays. Thomas Newkirk, the author, does describe three excellent methods for writing essays, and two of them involve close readings of texts. But I was pleased to discover that his essays weren’t only the first drafts. They were the subsequent drafts, too, and the finished products.
Newkirk starts off arguing against the mind-numbing structure of the first-paragraph thesis and the five-paragraph essay. But he ends up suggesting that the literary analysis essay itself should lose its prominent place in American high schools. In this respect, his book tracks the development of my argument in “The Tyranny of the Secondary School,” a post I wrote seven years ago.
I’m surprised that Newkirk, a University of New Hampshire English professor and one of these writers-workshop-for-grade-schools Heinemann Books authors, didn’t turn in a more erudite performance. I often think that, because the literary analysis essay came from the universities over a hundred years ago, our deliverance from it will come from there, too. (And, in fact, some colleges are beginning to show more interest in nonfiction texts and rhetoric and less interest in literary analysis.) Don’t get me wrong: he argues well. But Newkirk, who also taught at-risk high school students in Boston, mostly talks like one of us high school teachers. And that gives me hope: maybe we English teachers, despite everything, can really rid ourselves of some of these major impediments to good writing instruction.
Newkirk’s means of persuasion aside, all three of his essay ideas are worth the price of this slim volume.