Analysis of Article: Employee Writing Skills and Education System

This report summarizes an article that explores the challenges of employee writing skills, particularly in the context of higher education. The author, Warner, argues that the issue isn't a lack of intelligence, but a consequence of the educational system's focus on theoretical knowledge and assessment-oriented learning. This approach often prioritizes structured writing over clear communication and practical application. The article highlights that students are trained in specific writing styles, potentially hindering creativity and adaptability. The report also discusses the importance of practical training and allowing for the free flow of ideas to enhance writing capabilities. It suggests that the education system should shift its focus from formulaic writing to fostering creativity and real-world application, enabling students to communicate effectively and meet the expectations of employers. The report references the importance of understanding the subject matter and developing writing skills that are not restricted by formulas.

RUNNING HEAD: SUMMARY OF ARTICLE
Title: Summary of “Why can’t my employees write?”
Name of Student:
Name of University:
Author Note:

1SUMMARY OF ARTICLE
The title of the article “Why Can’t my employees write?” acts as a siren call for any
critics. John Warner in his article explores the reason of the disparity between the purpose of
writing a piece and the actual outcome derived from a newly appointed employee. Warner
primarily does not agree with the fact that the new employees lack in competencies or
knowledge that results in the said disparity. On asking various employers, he developed the idea
that most of the employers are of the notion that the writings of the new employees lacks the
sense of clarity at the basic level and hence do not match with the expectation or vision of
writing. On digging deeper to find out the root cause, Warner discards the idea of the
incompetence of the employees since they evidently come from well off colleges securing good
marks. (Warner, 2018)
Warner’s argument then is based on the criticism of the educational system that has its
focus on only theoretical knowledge and is just assessment oriented. This has led the students to
be able to write in a particular style that can only reflect their intelligence in the particular
section and thus, the primary aim of writing, which is communication, has been shifted. In
discussing the folly in the educational system, Warner points out to the inability of the
curriculum to make an individual aware of a practical situation (Warner, 2018). The students
observe the art of writing only as an art of enhancing the way of telling something and thus, the
importance of the subject matter is diluted. Since they have been accustomed to the systematic
trainings in writing, taking particular care of rubrics and numberings and styles, they have shifted
themselves from creativity or practicality. Thus, they are unable to gauge what in reality the
employers expect from them (Yaşar & Sözbilir, 2017)..
As a prescriptive measure, Warner suggests that the students need to be trained in the art
of art of writings where they shall not be restricted by particular formulas; rather the free flowing

2SUMMARY OF ARTICLE
of ideas should be allowed. The students must be made aware with the practical situations and
shall be allowed to come up with their own arguments. Creativity and not the structured method
is the goal that needs to be achieved. (Avdeeva, Kosareva & Belogurov, et al. 2017).

3SUMMARY OF ARTICLE
Reference List:
Avdeeva, T. I., Kulik, A. D., Kosareva, L. A., Zhilkina, T. A., & Belogurov, A. Y. (2017).
Problems and prospects of higher education system development in modern society.
Warner, J. (2018). Why they can't write: Killing the five-paragraph essay and other necessities.
JHU Press.
Yaşar, M. D., & Sözbilir, M. (2017). Prospective Science Teachers' Views related to the Turkish
Education System: Current Problems and Proposed Solutions. Çukurova Üniversitesi
Eğitim Fakültesi Dergisi, 46(1), 165-201.