The Human impact of test-Driven writing in Florida’s public schools.
Presented at Nova Southeastern University’s Crossroads Student Humanities Conference, April 2025.
Seminar paper: Causes and effects of test-driven writing in Florida’s public schools.
Abstract: Learning and practicing a range of writing genres and styles is essential for students, not only for critical thinking and academic learning but also for personal development and social skills. It is also beneficial for teachers of writing to be active writers, both in their own classrooms and in communities of writers. However, students in Florida’s public schools must undergo a proliferation of state-mandated standardized, high-stakes testing in English Language Arts. The style and content of those tests, a strong focus on test preparation in the classroom, and the narrow focus of Florida’s Department of Education’ prescribed writing curriculum, from kindergarten to 12th grade, have limited student exposure to and engagement with a writing praxis engaging all four writing philosophies for addressed audiences which would support personal and academic learning gains (Fulkerson, 1979; Ede & Lunsford, 1984; Emig, 1977). This narrow focus has also impacted teachers as writers, limiting time and scope to develop their own writing praxis. Keywords: Florida public schools, Murray, Emig, Ede and Lunsford, Chen et al, Anderson et al, FAST testing, BEST standards, English Language Arts, standardized curriculum.
Powerpoint presentation: Adapted for the theme of the conference: Responsibility and Reconciliation.
Multimodal manifesto: Advocating for expressivist writing in the classroom.