Composition: The End and a Beginning

Certain characteristics of human learning are, in my mind, inexorably linked: reading, writing, and the ability to think. Because these things are connected by language (though of course, thinking involves images, feelings, and conceptual judgments as well), an increased ability in one area is more than likely to positively affect the others. Writing clearly (and, yes, the grammar constructs that go along with this) teaches students how to organize thoughts on both sentence and textual levels and shows how certain thoughts can bleed into each other, contrast in vital ways, or serve as analogues. Excellent writing and grammar instruction offer more than a way to put thoughts down on paper--they foster in students the ability to increase the quality and complexity of their thoughts. The other side of the writing coin is reading. If we see expressive writing as purely ego-centered, then reading becomes the other-centered balance. Though the benefits of reading are far too many to enumerate here, a few positive factors include:
-increased vocabulary
-exposure to differing viewpoints, styles, and genres
-a sort of undefined grammar instruction (absorbing the mechanics of sentence structure, rather than having them hammered into one's head by use of worksheets)
-fostering a love of literature in some students
-ability to make some students who "hate English class" see benefits in reading/writing pertinent to their lives

The end of composition studies, in my reckoning, is to balance different learning strategies and concepts (different teachers will approach the "how" of this differently) so that students can:
1) write in a variety of styles for a variety of audiences, but always in a way that is clear and grammatically correct
2) become associated with academic writing, literature, and functional composition (business memos, resumes, reports, etc.)
3) be able to have and organize more complex and nuanced thought processes
It is my belief that if a student can improve in one of these areas over the course of a semester, the other areas will be positively affected as well. The purpose of composition studies has implications that reach far beyond the classroom. Reading, writing, and critical thinking abilities will play a part in every person's life; it is the end of composition studies to be the beginning step in a life-long process of understanding and organizing concepts.

In this context, the "how" of composition studies becomes less relevant than the "why." Different strategies work for different teachers and sets of students--many teaching methods are not "better" or "worse" than others. As a result, teachers have a wonderful wealth of resources in choosing how to structure a class and reach the goals they have set in their teaching philosophies, including: peer evaluation, group projects, individual writings, diverse readings, grading rubrics and strategies, etc. I would personally like to see a study done about the ways that diversity of teaching methods (as opposed to the "normal" lectures/tests/term paper formula) affect learning and retention. Strategies evolve over time as we learn more about how people learn and as the "average student" keeps changing. Will this continue, or might we actually reach "a day with no composition?" In my opinion, there will always be a need for writing and reading instruction as a way of teaching critical thinking skills. The process may change radically so as to be hardly recognizable, but a world committed to literacy (one hopes we will stay at this enlightened state, if not evolve it further) must be a world committed, in some way or another, to composition studies.