We’re writing sonnets again in English I. “The hardest thing I’ve ever written” is the common consensus. So much to worry about: meter, rhyme, thematic development.
The kids wonder why we’re doing it. “It’s not like we’ll ever write one of these again,” some protest, and it’s true. At the same time, they’ve never struggled over a piece of writing word by word; they’ve never searched for the right word only to find it’s actually not quite right; they’ve never planned a piece of writing simultaneously word by word, line by line, quatrain by quatrain. In short, they’ve never written like a poet.
What’s the value in this? In a society where most of these kids are fluent with text shortcuts and seem never to slow down, the question almost answers itself.