Literature or Technical Manuals: Who Should Be Reading What, Where, and Why

Sandra Stotsky ()

Nonpartisan Education Review, 2013, vol. 9, issue 1, 1-12

Abstract: Over 45 states adopted Common Core’s ELA standards in 2010, in some cases before they were even written. Only in 2012 did some discussion about their implications take place in the media. Discussion has centered mostly on what English teachers are doing to their classroom curriculum to address Common Core’s division of reading standards into 10 for informational texts and 9 for literary texts. Some teachers and parents believe students should spend more time in English classes learning how to read informational texts, chiefly because that is the kind of reading they will do in college and daily life. Others deplore what they see as a drastic reduction in literary study, the traditional focus of high school English as well as the major focus of English teachers’ academic coursework as English majors. Recently, some attention shifted to an appendix in Common Core’s ELA document that lists titles sorted by grade level and genre (stories, poetry, drama, and informational text). Concerns have been expressed about what lies behind some of these titles, especially the titles of government reports.

Keywords: education; policy (search for similar items in EconPapers)
JEL-codes: I2 (search for similar items in EconPapers)
Date: 2013
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