Writing, not ‘English’ 

Achieving a good English GCSE result makes sense since it’s a vital requirement to access nearly all forms of education, training or employment. But what often gets forgotten is that half of the English GCSE marks rest on the candidate’s ability to produce effective, creative writing. This means that it’s crucial to support pupils’ development as writers. Too often those who shape syllabuses fail to address this central need, preferring to stick to that which can be quantified such as whether a candidate can employ a semi-colon or not.  The latter is important certainly, but not exclusively so.  Pupils need to be supported to craft language, by reading, spending time with writers and writing themselves, in forms which are relevant and fruitful.

Engagement, not Analysis

English Literature at GCSE can be harder to sell to teenagers – other than as a way of upping their total number of passes – but every pupil I’ve ever taught has discovered meaning in the literature they encountered. Pupils who struggle are often encouraged, even forced, to drop English Literature after GCSE.  This can be advantageous for some, but often it leads to pupils missing out on engaging with wonderful writing and more importantly, with the understanding they can arrive at and feel because of reading it.  The tyranny of English academia’s obsession with the rigours of practical criticism means that that too often, pupils are trying to express their thinking in terms of a formula, rather than engaging with the writing in ways that make sense to them.  

Ability, not Conformity

English Literature at A level used to be able to sell itself, usually to pupils who could not imagine studying anything else. But in the last decade, I’ve watched its popularity decline in the face of a growing demand to study Business Studies, Economics, and Maths. Between 2012 and 2016, the number of UK students choosing to study English subjects at A level decreased by 35%. Furthermore, in 2021 just 7,045 18-year-olds in the U.K applied to study English at university; a third fewer than in 2012 (UCAS data). And there’s been a corresponding decline in those choosing to learn to teach English, with a drop of 20% in just one year from 2022.  Much of this change has its roots in the attention being paid to STEM subjects (Science, Technology, Economics, and Mathematics) and there is much to applaud about this shift. But what concerns me, what I see in schools year after year, is pupils who are talented writers and critics being encouraged to take A levels that are ill-suited to them, leading to lower results than they might have achieved, as well as decreased levels of curiosity, creativity, and confidence. Friends of mine who are in corporate finance, who are diplomats, lawyers, software designers and a host of other things, reiterate to me how their industries need people who can communicate, think creatively, analyse, summarise, weigh evidence, and have empathy. Studying English can and does develop all these skills but there is evidently a fundamental mismatch between pupil and parent assumptions, and the reality of the world of work.

Words and work

Working with words makes sense. The creative economy in the UK is “large and growing and expected to account for 10% of GDP” according to the UNESCO Creative Economy 2030 report. In 2019, the Creative Industries created 2.1 million jobs across the UK, directly contributing £115.9 billion to UK GDP. Fears that studying English will lead to obstacles to becoming employed, or resulting in being underpaid, have some foundation, but certainly not sufficient to deny a pupil the opportunity to develop their natural gifts. And there are many jobs for these young people, ranging from writing speeches, articles, jokes, sports columns, online content, scripts... I’m passionate about encouraging and enabling young people to pursue the subjects which work for them, and which will ultimately give them the skills, confidence and self-worth to forge successful and fulfilling careers.

I used to think that the top environmental problems were biodiversity loss, ecosystem collapse and climate change. I thought that with 30 years of good science we could address those problems. But I was wrong. The top environmental problems are selfishness, greed, and apathy. To deal with those we need a spiritual and cultural transformation. And we scientists don’t know how to do that. – Gus Speth, Founder, World Resources Institute

A Life and a Living

Many young people are in crisis: they are frightened of the future; frightened about their futures and often anxiety crowds their thoughts. Since 2017, the rates of mental disorders have increased in the UK: in 6–16-year-olds from 1:9 to 1:6 and in 17–19-year-olds from 1:10 to 1:6 (NHS data). Writing creatively can help. Keeping a journal can be helpful, but wider writing can enable young people to engage with themselves and with others more effectively. Words can bring relief, even healing; they can develop and empower; can lead to employment, to life. A recent New York Times article outlined the importance of liberal arts as a means of enabling young people to make choices about their lives; helping them choose to make a life, rather than focus only on making a living.

Creativity encourages connection… I was in a lot of pain. Somehow creativity reached me through the fog when nothing else could. It gave me guidance, offered me purpose, and connected me to all other creative people. It was transformative. – Multi-award-winning performer and writer, Kae Tempest.

Be more Radical

Words matter and as A.I impacts our lives more, the ability of humans to write well as humans, and to write about being human becomes vital. Words and writing can impact young people's lives for good: for their sense of self; their optimism; and their ability to find fulfilling and worthwhile employment. The focus on STEM subjects to the exclusion of the Arts, and current economic instability combined with consequently higher levels of economic fear have led to catastrophic drops in the number of young people studying English at A level and at university. Many young people who have a nascent talent for writing, and writing about writing, will miss out on making a life with words – and just at the wrong time.

I want to be part of a new movement that places good writing at the centre of things and helps make it possible for future sketch writers, speech writers, and writers of fiction, for copywriters, joke writers, and journalists to flourish. The creative industries bring huge wealth and prestige to Britain, and I want our young writers to realise what opportunities are out there and that they can share in these too.

 To be truly radical is to make hope possible rather than despair convincing. – Raymond Williams.

Rebecca de Pelet, 2023