Remember the five-paragraph essay? It’s still around, still being promoted as if it were a literary form. In fact, it is an unnatural invention, one that must have been produced by academics who don’t write much themselves.

　　Writers engaged in the act of trying to say something on paper don’t write artificial thesis statements(中心论点). They needn’t avoid using “I,” especially when telling about a personal experience or expressing an opinion. Yet many English teachers forbid the use of our favorite pronoun in expository(说明文) writing. These are the folks who teach kids not to use the same word twice, so that if you’ve described a box as “small” in paragraph one, it must become “diminutive” if it shows up in paragraph two.

　　Many teachers also disapprove of using dialogue in essays. But why so? The problem with teaching writing as if it were disconnected from speech is that students start to see it simply as an unnatural activity they do in school. And yet we all tell stories and engage in long “he-said/she-said” conversations.

　　If we start from it with students, we can help them see the links that exist between speech and text. Students can learn a lot, for example, by being asked to tell a family story aloud and then to write it down.

　　Daniel Pink, in his bestselling book, “A Whole New Mind” says that American society’s enthusiasm with left-brained rational thinking is finally giving way to a more balanced approach, one where we start to value and reward right-brain thinkers – the artists, the designers, the entertainers – the people who know how to tell stories, the future belongs to the storytellers.

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