Blogs vs. Term Papers
OF all the challenges faced by college and high school students, few inspire as much angst, profanity, procrastination and caffeine consumption as the academic paper. The format — meant to force students to make a point, explain it, defend it, repeat it (whether in 20 pages or 5 paragraphs) — feels to many like an exercise in rigidity and boredom, like practicing piano scales in a minor key.
And so there may be rejoicing among legions of students who have struggled to write a lucid argument about Sherman’s March, the disputed authorship of “Romeo and Juliet,” or anything antediluvian. They have a champion: Cathy N. Davidson, an English professor at Duke, wants to eradicate the term paper and replace it with the blog.
Her provocative positions have lent kindling to an intensifying debate about how best to teach writing in the digital era.
“This mechanistic writing is a real disincentive to creative but untrained writers,” says Professor Davidson, who rails against the form in her new book, “Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn.”
“As a writer, it offends me deeply.”
Professor Davidson makes heavy use of the blog and the ethos it represents of public, interactive discourse. Instead of writing a quarterly term paper, students now regularly publish 500- to 1,500-word entries on an internal class blog about the issues and readings they are studying in class, along with essays for public consumption.
She’s in good company. Across the country, blog writing has become a basic requirement in everything from M.B.A. to literature courses. On its face, who could disagree with the transformation? Why not replace a staid writing exercise with a medium that gives the writer the immediacy of an audience, a feeling of relevancy, instant feedback from classmates or readers, and a practical connection to contemporary communications? Pointedly, why punish with a paper when a blog is, relatively, fun?