Once or twice a year, English teachers assign their classes to read a book, most likely chosen by the county or the teacher themselves, and then students are to complete an assignment in correlation with the book that they just finished reading. Most of the time, these books are chosen based on what materials the teachers already have available to them and are most familiar with. Generally, teachers can pick any book as long as it teaches all of the students the same set of skills as other picks would and follows the same generic assignments. This current curriculum allows for teachers to resort to books simply because they are the easier option and does not benefit students.

Most of these assigned books have been read by English students for years, the teachers picking them because they have taught the material before and already have assignments that work alongside the book. When students are forced to read these books, there is an obvious lack of interest and motivation. Students often put off reading the book and doing all the work, leaving it for the end of the quarter. At the end of the quarter, they pump out a subpar essay that will get them a good grade and will have gained nothing from this experience. 

The students are not able to relate to the books on a personal level, making the entire process uninteresting. Throughout this time, students do not learn much and remain unchanged. Arguably, a major part of English in schools is meant to help kids develop a better sense of themselves as people as well as improve their writing and this is not achieved through the current process. 

The least that teachers could do is pick between two or three books and allow the class to either vote on which one to read or allow students to pick individually between the given books. This allows time for the students to skim through all of the options and pick one that is more interesting to them. A system that like this is not just more engaging and exciting for students but gives a sense of freedom that will improve the likelihood of students being more thorough in their work.  

To ask this of individual teachers is undoubtedly difficult and unlikely to happen, requiring teachers to pick out books themselves and recreate lesson plans. However, it would greatly benefit every student. As mentioned, it will increase the chances of the students truly wanting to read the book and complete their work. Not only that, but it gives a chance for teachers to highlight new, upcoming authors who write about events that are more relevant and recognizable by current students.

 It’s easy to constantly reassign the same ‘classic literature’ books year and year again. But to create an experience that caters to the current generation of students as well as their lives should be the main goal of English classrooms everywhere.