[In 1992, I became exasperated with people who told me that my students couldn't possibly write as badly as I said they did.  To set the record straight, I collected some quotes from two sets of student papers.  Since then, I have read hundreds of papers containing thousands of errors such as these.]

In response to people who think that my comments about student writing are exaggerated, here are a few excerpts from student papers.  Remember:  These are college-level English Composition students; all have high school diplomas.  The quotations are from two sets of papers – a cross section of students, not necessarily the worst.

      These were from definition papers (no two are from the same student):

      "There is so many area's of education that are available to you."

      "Opinion's are judgement's or belief's."  [This was footnoted as having come from "Websters Dictionary."]

      "This is a love that can last forever because that person cares about how you think and feel as well as good habits and bad habits."

      "A second common place morals are gotten from are from traditions and customs."

      "We thought if we had to express infatuation, that's all it was, for one another it meant that we had to say, `I love you!'"  [No, I didn't leave out anything.]

      "[An example is] Someone telling their friend that there [sic] husband has been fooling around on her.  When realy [sic] they haven't."

      "If you don't have this trust, one may wonder about what he or she is doing behind their back and could lead to a seperation [sic]."  [I don't know what came over me, but I told this student to memorize what the textbook says about pronouns.  And. yes, the sentence does end that way.]

      "Unfortnitly [sic] there is [word obviously missing] that can be done people will forever continue to be foolish and loose [sic] their minds."  [Paper was a definition of insanity.]

      "Major lies may also deal with family or ethical matters, such as lieing [sic] about an extra marital [sic – two words] affair.  When caught telling this type of lie, serious consequence [sic] follows."

      These were from papers on the topic:  "The factors that influence your decision on which candidate to vote for in a presidential election."  Again, no two are from the same student.

      "Mr. Perot seems very secretative [sic].  . . . He is definitely not a politian [sic] because he answered the questions."

      "The candidates stand on certain issues influence me with regard to my health and welfare."

      "Also, by choosing a candidate by their position on issues; [yes, semicolon] I some what [sic – two words] know what they will work for if elected."

      "If all of these factors can not persuade an 18 year old to vote for one of the major party canadates [sic] than [sic] this wonder ful [sic] country we live in has gone to the dogs."

      "Public opinion polls are that ‘opinions.’  I look at the candidates positions on issues and his or her political records."

      "I also don't have the time to read all the article's [sic] published, so watching the debates on telivision [sic], I get just as much information only faster."

      "The last criteria has an averse [sic] affect on the candidate."

      "I would be concern to know how the candidate stand on the abortion issue.  . . . Another decision factor would be the candidate's political record.  How long have the candidate been involved in politics and what positions have the candidate held."

      "Education status is very important to me in this election."

      "I would considered how much experience does he have and what kind of track record does he have.  Also, the kind of influence he have over people."

      "What about if he were president, he going to waffle on our decisions that effect the world?  The man is to much of a 'yes man' for me.  . . . I personally don't feel there are any real choice for presidence."

      Are you laughing?  You should be crying.  This is but a sample of the work of high school graduates, college students, voters, the makers and shapers of tomorrow, the parents of generations yet unborn.  The few papers I collect in my class can be multiplied by hundreds of thousands in colleges across the country (and I hear that they aren't much better in the prestigious institutions).  These are the people we must entrust with the preservation of our language.  May it rest in peace.

[I have no idea where these students are now, twelve years later.  But I'm sure that most of them still write as badly.  They learned little in twelve years of school.  With this shaky foundation, they most likely did not get much better in my fifteen-week class.  Where, in the last twelve years, would they have the opportunity to overcome the neglect in their school years?  If they are parents now, they should be involved in their children's education.  But can they?  And will the schools make up for what the parents cannot give?  Hardly – the schools have not become any better.  This is our educational direction, America – steadily downward.  Isn't the time long overdue to make the schools accountable for what they produce?]