In our 2021 Magalog, we published an article entitled “You Don’t Have to Like Writing: The Real Goal of Learning English Composition” wherein I asserted that having students enjoy writing should not be our primary goal when teaching it. If you missed that, you can read it here: IEW.com/like-writing.
In this article, I noted that it is possible (though not guaranteed) that a student may come to enjoy writing (a side benefit) as a result of experiencing improvement through learning and practicing well. While I cannot know all possible student reactions, I am delighted when children write to me personally and share their experiences with the IEW method and our materials. (I should confess that I am not able to personally respond to every letter I receive, but I do read them all, and it is certainly a bright spot in my day when one comes in the mailbag.)
Because we have embedded a letter-writing assignment in several of our courses, I am occasionally the recipient of a formal five-paragraph letter which follows our Unit 7 structural model and uses the stylistic techniques checklist with dress-ups underlined, openers numbered, and topic-clincher key words indicated, of course. This naturally brings me great joy. Sometimes the student states his or her age. Other times, I just guess. Although space does not permit me to share all five paragraphs, here is the introduction of one such letter:
Dear Mr. Pudewa,
There he was, speedily running in place, although he quickly changed to sneaking about mischievously. Why is someone doing this, and who is this man? This is Andrew Pudewa, and he is acting out such strange things because he is acting out -ly adverbs for his class. I’m Lillian, and I’m twelve years old. [3] Recently, I watched the penultimate video in the Year 1 Level A Structure and Style for Students course. In this letter I would like to start with a bit about me, then state what I enjoyed about this class, and end with a thank you.
Her attention getter got me. (Was I really doing that?) Of course, I was anxious to read her fourth paragraph, which I expected to be about what she appreciated in the program:
I am incredibly thankful for the whole IEW program. I am just finishing the Structure and Style course which has helped my writing skills immensely as I have mentioned previously. The Fix-it! Grammar has helped my grammar skills exceedingly. The Phonetic Zoo is one of the best and most helpful spelling programs I have ever done because the words on the lists are so useful, and the personal spelling lists, which may be hard, are also helpful. [2] With all of this in mind, I would just like to give you and those who may have helped you establish IEW a Brobdingnagian thank you for all your hard work. I believe that the same things that have helped me will help future children. Once again, I would like to give a humongous thank you to all who have made such an awesome program.
For some reason which still eludes me, Lillian added a P.S. stating, “I believe that IEW should stand for I Eat Walruses.” And apparently, she does not live in Alaska.
That same month, May of 2021, I received another missive from Tess, which I would also love to reprint in its entirety but must limit to the first paragraph:
Dear Mr. Pudewa,
Winner, winner, chicken dinner! Congratulations on being the lucky recipient of my Week 19 letter from Level 1B. Because you’re the best writing teacher I’ve ever had, I have learned so much from you. I’m a seventh-grade homeschooler using SSS for the first time. English, which was never my favorite subject, was dull and boring until you came along. I had expected to suffer week after week under the watchful eyes of my mother and you. Now I look forward to watching your recordings and hearing your goofy jokes each week. I always learn so many useful tips while having an enjoyable time in class. Since I’ve started this wonderful writing program, my essays have improved tremendously.
Again, an effective attention getter. Her fourth paragraph also brought me joy:
Now that I’ve started using your SSS program, I have also developed a love for writing. None of the other schools I attended ever used such a magnificent writing curriculum. I am now homeschooling with my mother, who was an English major, and she chose SSS. I really wasn’t looking forward to opening that astoundingly fat notebook of twenty-four dreadful weeks of torture and sadness, but shockingly, you have surprised me with your wit and friendliness. Because I learned how to use key word outlines, the topic-clincher rule, and the checklist, writing is so much easier than I ever expected. I’m sure that writing classes will be a breeze when I get into high school and that I’m going to excel in something I enjoy.
Really, you can’t buy advertising like that!
A rather precocious nine-year-old named Raya sent a short handwritten note, not for an assignment, but evidently just because she wanted to. Here is an excerpt:
Institute for Excellence in Writing has helped me become a fantastic writer. Before this, I was writing stories with no clauses, no -ly adverbs, no excitement. But now I write thrilling, intriguing tales that make me want to jump with happiness! I’ve learned the importance of punctuation, topics, and outlines. I have finally realized that writing isn’t work — it’s exciting.
And while I do receive more correspondence from girls than boys, there have been a few who have written to me. This is another first paragraph from Josiah, a Level B student:
Mr. Pudewa,
You have helped me with writing a lot. Without you, I would still be hopelessly struggling on every paper, trying to make it perfect. Your jokes get everything started off wonderfully, which makes my attitude right for the lesson. Surprisingly, inventive writing is my favorite unit, although summarizing multiple references is a close second. Thank you for IEW and your help because I would have spent a very miserable hour writing this paragraph without it.
Not all letters I receive are glowing with gratitude. A Level B student named Gavin began his letter thus:
Mr. Pudewa,
Please consider this: IEW is a consequential waste of time. In ten years, I figure that I’ll unquestionably appreciate it, although I don’t like it right now. Frankly, IEW, which feels like a waste of time because much of the stuff is reviewed, is slow-moving. But there are ways to make it go faster, for example, no more jokes.
Gavin followed this with charming statements such as “In truth, I would rather have a colonoscopy, which would be easier than watching an IEW video,” and “Instead of determining topics, I would cheerfully poke my eyes out with needles.” He then proceeded to tell me how awful the jokes were and that I could “ameliorate” the writing program by “dramatically shortening the videos by not doing as much review.” He also suggested that I include “a system where students could earn points because students like to get rewarded.”
I wrote back congratulating him for having such a great vocabulary and the wisdom to know that all the suffering will benefit him (as he echoed in the conclusion) “ten years in the future.” Although I suspect he wouldn’t have wanted to admit it explicitly, I could tell that he had a fun time writing such an elaborate and cutting critique of the video lessons. We in the IEW office all deeply enjoyed the irony of his eloquent complaining.
As you can see, students do not have to like writing to improve, but it’s nice when it happens.
