Readicide

            The first half of this book was a major bummer, because it focused on the damage English teachers re doing to their students, but readicide is definitely a real tragedy in our schools, even in college.  Honestly, I did not choose to become an English teacher because of any other texts besides Shakespeare and writing.  Literature, real literature (Not Amy Schumer's autobiography, even though I loved it) was ruined for me long ago when teachers decided to force us to pick apart every single part of a particular text.  It still happens in my college literature classes, and it ruins my interpretation of what the piece should be.  The “chop-chop” as Gallagher calls it, happens every day, and it only deters students from enjoying the beauty of literature.  This activity has happened so much in my education, that reading for pleasure hasn't happened in a long time.  While there is something to be said for the creative, ambitious, and exuberant teacher, the over analysis of text murders individual thinking.  Gallagher says it best on page 90, “…I know some of my students will like 1984, and I know some of my students will like 1984, but my goal is that all of them attain something valuable from their reading.”  I often question (since I’ve been in college) teacher reading choices.  What drives their selection choice?  Why do I have to read something someone else thinks is good?  What am I supposed to gain from this?  All of these questions are important, but I think the last one is the most important.  I think that is the question on most students’ minds (besides: This is lame. Why do I have to do this right now?).  Questioning the teacher and the text choice is an important step in gaining something from a reading selection.  I like that Gallagher is realistic in that he knows there are certain texts teachers have to teach due to curriculum mandate, and finding methods for students to understand those texts is challenging.  I like that Gallagher is unconcerned with whether his students like the text or not.  Gaining something from “lousy classics” should be the goal.  Many of my teachers and professors have said, “You don’t have to like the book, but you do have to read it and think about it.”    But that brings us to how do we get our students to think about something they loathe.  Teaching reading is important, making a text relevant and comparing it to the modern world is important.  But, if we teach reading alongside writing, both concentrations will begin to improve.  Read the “classic” text, talk about it in terms students can apreciate, make it relevant, write about it.  This is a sure fire way to improve reading, writing, and thinking skills in our students.  That’s the idea, right?