In the article “The Writing Revolution”, by Peg Tyre, she addresses the issue of writing skills in high school students. Teachers from New Dorp in Staten Island, when trying to assess writing skills, noticed that students “were missing a crucial understanding of how language works”. Unable to write complex sentences and not knowing how parts of speech function in a sentence left these students without the skills to write a paper that would fulfill the requirements in the Massachusetts Frameworks that we have read and discussed in class. Teacher Fran Simmons asserts, “These 14- and 15-year-olds didn’t know how to use some basic parts of speech. With such grammatical gaps, it was a wonder they learned as much as they did”. Tyre goes along in the article to point out the lack of training in teacher’s colleges for teachers to teach writing and the shift over the years from instruction in grammar and sentence structure to creative expression. As a student in the public school system in the 1990’s I can agree that lessons in sentence structure and parts of speech were minimal. As long as I wrote well and made my intended point, it did not matter whether I knew how or why the words were strung together. Just as in math, it is essential to learn the fundamentals and reasons why you perform certain operations in order to be able to complete the more complex problems that come along in advanced math, students need to not only be able to write a coherent sentence but understand the mechanics behind it. The Massachusetts Frameworks seems to halfway address this problem by requiring 3rd grade students to be able to “Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons”, a problem mentioned by the teachers in Tyre’s article. This standard seems more like a way to test if a student can write about complex ideas rather than a way to teach them how to do so. The idea presented to give students a formula for writing that they can break out of later once they’ve mastered it seems like an appropriate solution, but is one that is usually frowned upon because writing is a personal creative process. I do not believe that having a formula to present your ideas is a bad idea for young students as long as teachers reiterate that the sentences do not always have to follow the formula, rather show them how to use it as a foundation to branch off from when their thoughts become more sophisticated.