When students are given more elective choices in English, reading and writing stops feeling like a tedious task and more like a passion.
One major reason why the English curriculum should have more electives in high school is that students are not engaged anymore. Far too many have slipped under the cracks due to their lack of passion and the feeling that the power of autonomy is being taken away from them. When students are freshly enrolled in high school their counselors talk to them about the general core classes without providing anything of more substance. There are so many electives in English that we as students have the options to take like speech, African American literature, and journalism, but it’s discouraged by counselors, usually telling students that it will be hard to maintain, that it’s boring, and they would be better sticking to what they know they can pass. The problem isn’t that students in high school don’t have the power to advocate for more English electives, it’s that they don’t know they can.
Not all students thrive in the same English classes. One person enjoys creative writing while another has a more analytical set of eyes. Having different electives not only engages students but offers the diversity that students sometimes yearn for. When the front office was asked about how they felt about us having more to choose from than the limited set of options that we do have, they were confused and silent . The lack of awareness there was that we had such limited options showed how overlooked this problem had become. While students are encouraged to advocate for themselves this cannot happen unless having more choices is freely given. Students cannot advocate for electives that are not presented to them in a favorable way . Therefore students should advocate for better and want more for themselves. How can they make a change when change was never an option?
Throughout Long Reach, a variety of teachers were asked the simple question of “why do you think that students should have more electives in english classes in highschool” they sat back and stared. As if suddenly stumped. Like they had never pondered this question. And why should they? As students have never voiced these concerns themselves. The famous quote “closed mouths do not get fed” echoed heavily in my mind.
Mr. Anderson, the assistant principal at Long Reach High said in quote “Giving the students the choice of more electives in English classes, gives them more autonomy as it relates to the direction they’re headed. Opens them up to a pathway that counselors might not understand about you.” His words are not just a simple statement but an emphasization that english electives would not just be extra classes but fundamental for growth in life. When students are given a wider range of choices, they are given the ability to discover their individuality . They can also uncover real life interests that may put them on a career path that as he said our counselors may not understand. His words not only show how power in choosing more electives can be beneficial but highlights the recognition that potential students could have . Courses like creative writing, different religion or race based english classes, or film study can extend the standard they are setting.
Adding onto the list of teachers who recognize the need for growth in English electives , is Mr. Miller. Another fellow teacher at Long Reach Highschool. He talked about how there is so much African American literature that is very significant . He talks about what pertains to English that is not being offered or taught. He spoke passionately about how african american and spanish american history novels should be taught and can lead to its own class. Mrs. Burke, an English teacher, concluded the same thing when asked a similar question. She said in exact words “More variety for the students, they should be able to choose between more than just American or British lit or honors , well those aren’t electives but just more than that. They should not just have journalism and so forth. They should be offered not just African American literature , they can go into hispanic literature, they can open it up to all of our demographics in this school, it’s not just caucasians here, we have African Americans, we have latinos, we have Asian Americans, so we could open up and have more electives, then more kids will feel more represented.” She somehow summed up what everyone had been saying, the desire to feel included.
In conclusion, students asking for more English electives isn’t unnecessary or a waste of time, it’s overdue. Advocating for more English electives isn’t about taking a liking to writing or even reading, it’s about knowing you have a voice and using it. When students don’t speak out about what’s happening, it slips under the rug and people forget it’s even a problem to begin with. Therefore if students want to make a change, for teachers to listen, then they need to speak up for there to be change
