The college experience encompasses various skills, including academic writing, yet many students, even at institutions like Penn, struggle with this aspect. Surprisingly, the issue traces back to the K–12 education system, where a significant portion of students lack proficiency in writing. Despite the Common Core State Standards aiming to address this, deficiencies persist, worsened by the post-COVID-19 era.
The definition of “good” writing remains elusive, with faculty perspectives varying widely. Establishing a clear definition is crucial for improvement. By advocating for standardization and implementation plans, students can play a role in addressing the writing issue. Taking notes by hand and actively engaging with feedback can also enhance writing skills, contributing to overall improvement.
https://www.thedp.com/article/2024/03/writing-education-system-failure-crisis
