What's the point of required reading?

So, she didn't even pick from the actual list? Honestly, I'm not even surprised. He's just lazy as hell.

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People are losing their minds over the new reading list, even the news is picking up on it:

Top picks for books kids actually want to read:

I bet some professor is going to show up again trying to lecture us on how we read garbage...

Honestly? I can't wait until they just stop reading altogether and leave us alone.

I’ve honestly always felt that being forced to read certain classics is just a massive waste of time... especially back when the school system used to obsess over those old Russian novels—you know, the ones where some bored alcoholic probably just wrote hundreds of pages out of sheer nothingness because they had nothing better to do

There are plenty of great books out there, so I think kids should just be allowed to dive into whatever actually sparks their interest instead of having these outdated perspectives shoved down their throats under the guise of it being "good" for them.

It’s mostly about building up your vocabulary, then following along with whatever adventures the main characters go through in a novel or play... It helps you realize just how much the world has changed over time. You get to see the actual scale of those differences. Plus, there's learning lessons from how the heroes and side characters act—kind of like seeing the ripple effects of good, mediocre, or bad choices in real life.

Some dad is freaking out because apparently some teachers are still making kids read 'The Diary of Anne Frank' even though it’s not on the official reading list. He’s calling it straight-up incitement.

Someone was making a fuss over my little girl's account, so it ended up getting removed. I didn't read the whole thing, but I've read enough about the book to know it's great. I'm glad I got it out of there before things escalated further.

ironcyclist81 said:I’ve honestly always felt that being forced to read certain classics is just a massive waste of time... especially back when the school system used to obsess over those old Russian novels—you know, the ones where some bored alcoholic probably just wrote hundreds of pages out of sheer nothingness because they had nothing better to do

There are plenty of great books out there, so I think kids should just be allowed to dive into whatever actually sparks their interest instead of having these outdated perspectives shoved down their throats under the guise of it being "good" for them.

Exactly. What counts as a "classic" or a "must-read" shifts constantly depending on whatever the current political climate is.

The actual reading wasn't even the hard part. It was the busywork. If you don't transcribe the entire book into a notebook, or write at least fifteen to twenty pages of summaries, you get a failing grade.

rowdypanther12 said:Someone was making a fuss over my little girl's account, so it ended up getting removed. I didn't read the whole thing, but I've read enough about the book to know it's great. I'm glad I got it out of there before things escalated further.

My daughter had to deal with something similar. She even had to track down ten different articles regarding the American Civil War.
With her school assignments, she’s honestly lucky if they only have two tests a year where she doesn't have to write a massive essay at home. It feels more like she's working toward a PhD than just finishing middle school, given how much writing they demand.

Mine is currently stuck on Crime and Punishment. She’s got the audiobook playing and just paces around the apartment with her headphones on, swearing at Holden Caulfield and muttering about how he really should've just gone for the head with an axe against Fyodor Dostoevsky. 🤣

I’ll admit I’m biased when it comes to commenting on why we read assigned literature, mostly because I’ve always been a total bookworm and firmly believe that reading actually expands your imagination and builds your vocabulary—though, granted, the reading list could probably use a bit of a modern refresh every now and then. What really grinds my gears, though, is how kids are handed these assignment instructions that make you want to just give up on life entirely, let alone find any joy in reading 😁
Take our latest required reading and the instructions for it, which honestly gave me a nervous eye twitch 😁
https://ibb.co/LtZrpcQ

Can't we just talk about books, perhaps discover some new dimension to a story or a character? Nooooo, apparently we have to make a formal decision on the plot and then pick out a specific art technique to go along with it 😵

goldeneagle36 said:I’ll admit I’m biased when it comes to commenting on why we read assigned literature, mostly because I’ve always been a total bookworm and firmly believe that reading actually expands your imagination and builds your vocabulary—though, granted, the reading list could probably use a bit of a modern refresh every now and then. What really grinds my gears, though, is how kids are handed these assignment instructions that make you want to just give up on life entirely, let alone find any joy in reading 😁
Take our latest required reading and the instructions for it, which honestly gave me a nervous eye twitch 😁
https://ibb.co/LtZrpcQ

Can't we just talk about books, perhaps discover some new dimension to a story or a character? Nooooo, apparently we have to make a formal decision on the plot and then pick out a specific art technique to go along with it 😵

So, basically, the kid has an assignment that’s easy, actually engaging, and teaches them how to summarize a plot chronologically while using a drawing to show they understood the setting. They’ll probably just talk about it in class.

Back in the day:

List all the basic facts about the work (author, title, publication year...).

Provide a chronological summary of the plot.

Identify the setting and time period.

Plus, they’d get a whole set of "brilliant" extra tasks, write twenty-page essays, and take a reading comprehension exam.

I don't see the issue.

Required reading exists for very well-known reasons, and it’s tragic that we have to explain this year after year. Of course, there's also the practical application of literary knowledge involved.

You know why?

Because kids don't read for comprehension. You give them a five-paragraph text with events out of order, and even with the text right in front of them, they can't number the sequence from 1 to 5.

Why? I think we all know the answer to that.

The reading lists are getting more diverse and contemporary.

The amount of required reading is decreasing.

The assignments are getting easier.

The reading periods are getting longer.

The way we approach literature is becoming more modern.

Come on, tell me: what is your "new dimension" of the six-fold umbrella? Please. What revolutionary discovery do you have that is actually methodically or pedagogically sound? We aren't running some social experiment in schools; there is a specific set of skills students need to master. Honestly, a picture book is better than having them write endless essays.

The book belongs to the student, not to you!!!

I didn't bother with a single required reading assignment in high school, yet I’ve definitely read more books than everyone else combined. I could never get through those dusty Russian classics, but I absolutely devoured anything by Sven Hassel. And don't even get me started on guys like Hemingway—it's like trying to decipher ancient hieroglyphics.

PS *The Little War Diary* is an incredible read.

Jose Wells3 said:So, basically, the kid has an assignment that’s easy, actually engaging, and teaches them how to summarize a plot chronologically while using a drawing to show they understood the setting. They’ll probably just talk about it in class.

Back in the day:

List all the basic facts about the work (author, title, publication year...).

Provide a chronological summary of the plot.

Identify the setting and time period.

Plus, they’d get a whole set of "brilliant" extra tasks, write twenty-page essays, and take a reading comprehension exam.

I don't see the issue.

Required reading exists for very well-known reasons, and it’s tragic that we have to explain this year after year. Of course, there's also the practical application of literary knowledge involved.

You know why?

Because kids don't read for comprehension. You give them a five-paragraph text with events out of order, and even with the text right in front of them, they can't number the sequence from 1 to 5.

Why? I think we all know the answer to that.

The reading lists are getting more diverse and contemporary.

The amount of required reading is decreasing.

The assignments are getting easier.

The reading periods are getting longer.

The way we approach literature is becoming more modern.

Come on, tell me: what is your "new dimension" of the six-fold umbrella? Please. What revolutionary discovery do you have that is actually methodically or pedagogically sound? We aren't running some social experiment in schools; there is a specific set of skills students need to master. Honestly, a picture book is better than having them write endless essays.

The book belongs to the student, not to you!!!

Look, it’s his required reading, not mine—so there really isn't a need to hammer that point home to me... Just because you find this whole thing hilarious (and honestly, you must work in education if you felt personally called out just now) doesn't mean it's any fun for the kid, nor does it mean you've stumbled upon some magic bullet for reading comprehension just by showing them pictures; kids aren't carbon copies of one another. They still struggle to actually grasp what they've read because, let's face it, when you're dealing with a book over 100 pages long, keeping track of the plot and the sequence of events is a massive hurdle at this age. I ended up reading his first assignment myself because he couldn't get the details straight—and what was I supposed to do, just let him fail, or force him to start from page one all over again?! No. We talked about the story and what he took away from it, eventually finding our own way to "solve" the problem through conversation. He wrote all the answers himself, in his own words, because I don't spend my afternoons hovering over his shoulder like a hawk while he tackles his schoolwork. As for future assignments, we'll just have to figure out a better strategy for retention, maybe some note-taking or something similar.

We could go down the rabbit hole of petty bickering right now, but why bother wasting my energy? This is about how we handle things, I've shared my perspective, and whether anyone else happens to agree or disagree is entirely up to them.🤷

Jose Wells3 said:So, basically, the kid has an assignment that’s easy, actually engaging, and teaches them how to summarize a plot chronologically while using a drawing to show they understood the setting. They’ll probably just talk about it in class.

Back in the day:

List all the basic facts about the work (author, title, publication year...).

Provide a chronological summary of the plot.

Identify the setting and time period.

Plus, they’d get a whole set of "brilliant" extra tasks, write twenty-page essays, and take a reading comprehension exam.

I don't see the issue.

Required reading exists for very well-known reasons, and it’s tragic that we have to explain this year after year. Of course, there's also the practical application of literary knowledge involved.

You know why?

Because kids don't read for comprehension. You give them a five-paragraph text with events out of order, and even with the text right in front of them, they can't number the sequence from 1 to 5.

Why? I think we all know the answer to that.

The reading lists are getting more diverse and contemporary.

The amount of required reading is decreasing.

The assignments are getting easier.

The reading periods are getting longer.

The way we approach literature is becoming more modern.

Come on, tell me: what is your "new dimension" of the six-fold umbrella? Please. What revolutionary discovery do you have that is actually methodically or pedagogically sound? We aren't running some social experiment in schools; there is a specific set of skills students need to master. Honestly, a picture book is better than having them write endless essays.

The book belongs to the student, not to you!!!

Where did you get the idea that this task is going to be easy and fun for every single kid? 😕
I’m not really getting into debating what they should learn or what they need to present.
I just want to know where the idea came from that children will actually find this enjoyable. 🤔
Is it because they'd rather draw than write? 🤔
Or because they use emojis instead of words in digital chats, so we're supposed to just mirror that in schoolwork?

To me, this assignment feels like reading comprehension—and the actual need to read the book—isn't any less demanding than back in the day when we used to write out the author's name, the title, a brief bio, the setting, and a short summary... all in a thick hardcover book, without drawings, instead of on separate sheets of paper provided by the teacher.
And with instructions saying "less text, more decorations and drawings."
Because they're asking for creativity and a sense of individuality. 🧐

And sure, there are kids who will love drawing, decorating, and cutting things out. Then there are the ones who won't, and then there are the ones whose moms will end up doing the whole thing at home.

If the goal is to make books more appealing to kids, in this case, you're miles away from hitting the mark.
For someone who loves reading but hates drawing, this is a great way to make them loathe the book.
And for those who don't like reading, I don't see how the idea of turning a book into a picture book is supposed to encourage them to read (especially if they aren't artists either...). 🤦
Who is this creative project actually for?

The only real justification for this weird way of handling literature is to prevent kids from just copy-pasting a summary from the internet (though you could still copy-paste from anywhere, except now they'll waste even more time picking out paper, glitter, or tempera paint and drawing...). You've essentially given the kids extra chores. (I'm trying to imagine my own child, who would actually love this, though she's already busy packing her bag and wallet because before she can even start writing, she has to run to Target for a few supplies...).

I honestly think everyone got a little lost in this push for "creativity" and the need for every child to express their uniqueness.
Meanwhile, kids are reading less and less... which is what the primary goal of reading assignments should actually be.

You’re honestly just clinging way too hard to this projection of yours—with all due respect, of course.

There should be a short piece of text accompanying the drawing; that’s the assignment, isn't it? To write out the plot of the work. In my experience, kids actually enjoy that. Rarely do they not. I’m offering them an alternative here. As for the technique? It can be anything. A collage made from newspaper clippings works perfectly fine. If the teacher is even remotely competent, I am entirely certain she discussed these details with them, because assignments are meant to be explained to children. Or perhaps I'm projecting? I tend to do that. I always ask for feedback on assignments. I’m always right there while they’re reading to answer questions, to offer advice when they hit a wall... We cover literary introductions during class time, too. The tasks are tied to specific learning outcomes, and motivation is a constant process, constantly being reinforced by comparing the book to the monthly curriculum. The teacher develops the reading plan with purpose, linking it thematically to other subjects. Hopefully...

Jose Wells3 said:You’re honestly just clinging way too hard to this projection of yours—with all due respect, of course.

There should be a short piece of text accompanying the drawing; that’s the assignment, isn't it? To write out the plot of the work. In my experience, kids actually enjoy that. Rarely do they not. I’m offering them an alternative here. As for the technique? It can be anything. A collage made from newspaper clippings works perfectly fine. If the teacher is even remotely competent, I am entirely certain she discussed these details with them, because assignments are meant to be explained to children. Or perhaps I'm projecting? I tend to do that. I always ask for feedback on assignments. I’m always right there while they’re reading to answer questions, to offer advice when they hit a wall... We cover literary introductions during class time, too. The tasks are tied to specific learning outcomes, and motivation is a constant process, constantly being reinforced by comparing the book to the monthly curriculum. The teacher develops the reading plan with purpose, linking it thematically to other subjects. Hopefully...

projecting 😍

By the way, this kind of approach to book reports is exactly how it should be done, but strictly within the school setting. It's the only way to prevent moms from doing everything at home with their kids, or to stop a child from having three hundred meltdowns over why they have to draw on top of everything else... plus, it prevents them from constantly tearing through the budget at Target for unnecessary craft supplies.

And that was actually one of the things I truly loved about my child's teacher.
All the book reports were completed at school 😍
(with plenty of notice and set reading deadlines)
Now, I'm not even sure if they even have formal book reports anymore... but that might just be my impression.🤣

Susan James said:Where did you get the idea that this task is going to be easy and fun for every single kid? 😕
I’m not really getting into debating what they should learn or what they need to present.
I just want to know where the idea came from that children will actually find this enjoyable. 🤔
Is it because they'd rather draw than write? 🤔
Or because they use emojis instead of words in digital chats, so we're supposed to just mirror that in schoolwork?

To me, this assignment feels like reading comprehension—and the actual need to read the book—isn't any less demanding than back in the day when we used to write out the author's name, the title, a brief bio, the setting, and a short summary... all in a thick hardcover book, without drawings, instead of on separate sheets of paper provided by the teacher.
And with instructions saying "less text, more decorations and drawings."
Because they're asking for creativity and a sense of individuality. 🧐

And sure, there are kids who will love drawing, decorating, and cutting things out. Then there are the ones who won't, and then there are the ones whose moms will end up doing the whole thing at home.

If the goal is to make books more appealing to kids, in this case, you're miles away from hitting the mark.
For someone who loves reading but hates drawing, this is a great way to make them loathe the book.
And for those who don't like reading, I don't see how the idea of turning a book into a picture book is supposed to encourage them to read (especially if they aren't artists either...). 🤦
Who is this creative project actually for?

The only real justification for this weird way of handling literature is to prevent kids from just copy-pasting a summary from the internet (though you could still copy-paste from anywhere, except now they'll waste even more time picking out paper, glitter, or tempera paint and drawing...). You've essentially given the kids extra chores. (I'm trying to imagine my own child, who would actually love this, though she's already busy packing her bag and wallet because before she can even start writing, she has to run to Target for a few supplies...).

I honestly think everyone got a little lost in this push for "creativity" and the need for every child to express their uniqueness.
Meanwhile, kids are reading less and less... which is what the primary goal of reading assignments should actually be.

My mom used to draw all my book reports for me back in school. I guess the teacher probably pretended not to notice, because you could tell from a mile away that those weren't drawn by an elementary student. 😍 Honestly, I used to dread those assignments—all those collages and dioramas... it was just too much. I actually liked reading, but I didn't care for the arts and crafts side of things.

In my class, only the kids who were already naturally artistic actually enjoyed that stuff, and there weren't many of them.

Anthony Ward6 said:My mom used to draw all my book reports for me back in school. I guess the teacher probably pretended not to notice, because you could tell from a mile away that those weren't drawn by an elementary student. 😍 Honestly, I used to dread those assignments—all those collages and dioramas... it was just too much. I actually liked reading, but I didn't care for the arts and crafts side of things.

In my class, only the kids who were already naturally artistic actually enjoyed that stuff, and there weren't many of them.

If someone handed me a crayon right now, I’d probably lose it! I absolutely loved reading and writing book reviews 🙂 instead.
Luckily, I went to a regular school, not one designed to turn us all into artists.

Some people love reading, some love drawing, and others prefer writing... if a teacher really gets to know what their students are interested in, using different creative methods for book reports can be a fantastic way to handle group work (when they actually bother to do that). They just need to know how to split the kids into groups and keep an eye on everything during class.