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One of our local papers recently ran a lengthy front page article detailing Florida Gulf Coast University’s leadership among state schools in percentage of applicants admitted. I don’t have the article in front of me but, in general, the many figures cited suggested FGCU’s explosive growth and relaxed admissions standards are, from my perspective, at best interesting and at worst, I suppose, disturbing.

Of the dozen or so institutions of higher learning, FGCU is accepting students with lower averages, whether high school grade point, class ranking, SATs, etc. Overall, in that ranking, FGCU placed very near the bottom of the pack in every category. So, a student can’t get in an older, more traditional, higher quality and reputation school, but doors pretty much open at FGCU. OK, my column is not headed in the direction of criticizing or defending these facts. Instead, I jump to thoughts of some observations I have made (as a retired composition and literature high school teacher) tutoring a few FGCU students who have sought me out for assistance in their writing assignments.

They have shared that their high school records were not very good. They tell me they were expected to do very little writing and were now expected to write essays at FGCU. Frankly, they are clueless about what is expected and how to begin. My efforts begin with, first, defining what an essay is and then trying to put them at ease. I read their writing assignments and the materials professors have provided for the effort (much, I discover, based on movies, less on books!) I discuss these assignments in clear terms as the first step before writing. Once that is accomplished, the actual task of writing begins.

I have not tutored large numbers of students; however, those I have worked with I find are not lacking solid intelligence, merely basic writing skills. (Sadly, I always think to myself.) Each is capable verbally, holds his own in one-to-one assignment discussion and quickly understands my leads into the focus of the writing assignment and its relevance to material in the course.

Then comes the putting ideas on paper part. Ouch.

I review essay form. Yes, they recall hearing something about that one time. (They confess they didn’t do much writing in high school.) Introduction. Development. Restatement. I want them to know what they are working on when they are attempting to write. “Wait, “ I patiently point out, “You are jumping to the development section. Your introduction is not yet clear.” “Whoa, you are not developing the main idea, you are simply again restating it.” “Good idea. Now where does that belong in an essay? Yes, you got it!”

Always at their side is their personal computer. (Spelling is irrelevant, yes.) The assignments, too, are often online to be brought up and reviewed.

I find that the profs reflect their own continuing frustration with what students turn in. Assignments are, in my opinion, usually so detailed trying to be exact that spontaneous student writing response is stifled. It becomes obvious that the writing work expected is at a basic “give me this number of paragraphs,” “comment on this, compare that,” “must be one page only,” and “double space.” Sadly, I again think, these are otherwise capable, university enrolled students who are unprepared for what was once quite clearly expected as standard college writing skills.

Thirty years ago, my high school students worked hard — very hard — at their writing skills. They understood that acceptance into college... ANY university... was iffy. I recall the profs then shaking their heads (as college enrollments expanded) that so many entering students were required to take remedial freshman composition courses. None such offered today. Instead, I have discovered that secondary schools have reluctantly punted the writing ball and “higher learning” institutions proliferate — accepting nearly all and adapting courses to... (fill in the blank!). (I’ve noted that most composition courses are focused on movies, not books (i.e., “Philosophy in Films”, etc.).

There is a “college” out there for every young person. Fine, I suppose. Thousands in tuition, sure, but generous loans available. (Sad, though.)

I am not sad, though, that my tutoring is apparently making a difference in the writing skills of otherwise clueless freshmen scholars.

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Ted Beranis, of Bonita Springs, is a retired educator.