Learning how to write well using the English language requires much more human effort than merely sitting in classrooms for four years engaged in required studies of English literature, grammar, and rhetoric, which most high school students consider droll and unappealing. This gets back to the centuries-old truism, that a human being cannot be forced to learn anything.
Now enjoy writing clearly and effectively
A desire to learn must always precede true and effective assimilation of knowledge, and acquired abilities to perform well any practical extensions of learning. For example, a person with desire learns to read and write well, and, thereafter, reads and writes to learn the many diverse things in life that come thereby. This leads me to the first concept of learning to write well. A person must learn to write by writing, writing, and more writing.
As is famously known, Clemens had very little formal education, and, like Charles Dickens (who had only two years of formal schooling), didn’t think much of people robed in academic honors but stark naked in terms of common sense and the ability to write with succinct clarity.
Yet, the fact sadly remains that most college students seeking associate’s, bachelor’s, master’s degrees do not know how to read and write on a real twelfth-grade level. These individuals are, however, led to believe that they possess these basic abilities when they walk across stages during commencement exercises to receive diplomas officially declaring their academic competence.
This is especially true of foreign Asian and African students who are seeking advanced degrees, with educational visas, in the humanities and sciences from “supposedly” top-notch American universities. Most of these young students have only a smattering-of-an-understanding of the English language, in order to perform reading and writing on eighth-or-ninth grade levels, and graduate cum laude from universities like Columbia, Yale, and Harvard; alongside native American students who have studied English their entire lives and graduate with “C ” and “B” GPAs?
Most high school graduates who spend their twelve years of free public education not learning how to learn, awaken abruptly when they realize that they don’t know the things they need to know, things that they should have learned in the sixth-grade. So, what are people to do who are spending thousands of dollars, over 4-to-6 year periods, to get pieces of paper that officially declare that they know and understand what, unfortunately, they don’t really know and understand, who can’t write decent essays and research papers on a college-level?
Most of these people don’t end-up spend hours at home, at night, re-learning to write effective sentences, paragraphs, and, ultimately, papers, by arduously practicing their writing. For that’s what it essentially takes to learn how to write in an academically correct fashion, and with style.
Nevertheless, the majority of these financially encumbered students spend quite a bit of additional money hiring tutors and writing coaches, who, in most cases, research and write the assigned papers This is how most individuals who graduate from high school on an eighth-grade level succeed in getting college degrees by the time they are 21-or-22 years of age.
A smaller segment of all the high school graduates attending college, usually comprising the lower-middle-class students who suddenly realize that they need to improve their writing skills, actually put their noses to the grindstone, re-learn the basics of English grammar and rhetoric, and succeed in writing their own high-scoring papers.
In sum, the value of an expert professional writer to a struggling college student is immeasurable, especially when a term paper comes due and the student has no real idea how to write it, or has produced a draft of the paper that needs comprehensive editing. It used to be that a student learned how to read, write, and perform mathematical computations well during the formative years in order to eventually aspire to a diverse liberal college education, with which the person could succeed in getting one of many professional jobs.
A person went to school in order to get an education. That was the basis for the free American public education system established autonomously by the various states. The educational framers actually believed in the system’s efficacy, that all normal American children, and their parents, would eagerly embrace an opportunity for personal educational development in order to be effectively equipped with the basic tools of learning, the ability to read, write, and perform basic mathematics.
The framers envisioned that a nation of eager 18-year-old men and women, fully equipped with those basic academic skills, would be one to experience great intuitive advancements by those men and women in the physical and biological sciences, humanities, mathematics, literature, and the arts.
This dream has, unfortunately, unfolded, over the years, for only a very few of the millions of students who have attended twelve years of free public education. Since the early 1970s, the bulk of the nation’s public high school graduates have only succeeded in “attending” twelve years of public schooling, instead of “attaining” during that time those essential academic skills; and sadly, go on to college to get jobs instead of higher education.
An old economic slogan embodies the true value of marketable services. It is that a desperate need by a population of people for service creates a valuable demand for individuals who can expertly provide that particular service.