Numbers vs. Action

I took the time to review most of my ENG 120 students' SAT scores in Writing and Reading this semester.  I was already aware that my university has remarkably low SAT score percentiles across the board, but I was curious about my specific students' scores.  With few exceptions, my students had the low Reading and Writing SAT scores I had expected, although many, surprisingly, had passed the University's in-coming Writing Placement exam (although many failed the Reading Placement exam).

What does this mean?  Well, when I couple it with one sections' responses to my question, "What was the last fiction book you read-for pleasure or school?" it means my students are writing and reading well below what is acceptable for college students.  Still not shocking.

At the beginning of the third week of the semester, however, with both sections roughly six weeks into their respective novels (Ender's Game and The Hunger Games), I can start to judge how many students are reading (and how well).  My students are, across the board, reading!  Yay!  Hoorah!  Fireworks and hooplah!  Not only are they reading, but they are also enjoying what they are reading!

I'm not just patting myself on the back here--I'm genuinely thrilled that my students are reading.  Both novels engender great discussion about social issues, ethics, and morals--and my students are largely driving the discussion.  They also keep a weekly blog about the novel (I post general topics/guidelines each week), which forces them to write about what they are reading, in addition to discussing it.