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The article discusses the effects of contemporary topics on adolescents, particularly concerning high school students. The authors argue that the writing workshop is insufficient in addressing "the writing habits many students are using to navigate contemporary topics." They also discuss how this style of writing is problematic and the danger in thinking that we will be able to grow out of it without any lasting damage. As a result, they propose taking a more critical approach with regard to teaching and developing literacy skills with regard to contemporary topics. It offers advice and strategies for teachers and suggests actions they can take when teaching about these issues. It is important to note that the authors of this article do not propose abandoning the current writing pedagogy and instead they suggest specific adjustments and modifications. The text begins by explaining that young people, in particular high school students, are often consumed by contemporary topics. The authors explain that the problem of contemporary topics does not arise from their love for them, but rather from the way they handle writing about them. The authors explain that there are two different perspectives regarding this issue: "that such topics represent a real need of young people and should be engaged with discipline and authenticity or whether such topics constitute a dangerous 'dumbing down' of literacy" (Smith & Kelly, 2014). The authors state that there must be a balance between the two positions as well as a sense of respect for the needs of young people. In order to help teachers to address these topics, they give four main points where they propose that the ordinary classroom could be modified. In this section, Smith and Kelly give several examples from articles written by adolescents and young adults which illustrates how a personal writing style is reflected in their writings. It is exemplified by young female writers who write about their own self-perceptions or experiences, even if it may seem vague or vague to them at the moment. They give an example of a young girl writing about her experiences after losing her father. She writes about how she felt at the time, but she did not write about the aftermath of his death. They explain that the young adult writers are concerned with their present state of being, but they are also concerned with their future state of being. It is written in a manner that is more impressionistic than narrative, where the individual is not concerned with important details or chronological timespans. They are merely concerned with their "present-tense experiences". The authors discuss the ways in which teachers can approach this topic by encouraging their students to involve themselves in research projects on topics they care about. They also encourage teachers to engage in small group discussions about these topics and to facilitate more authentic writing skills. The authors himself present examples of what he has observed when he asks teenagers to write an essay about present times. They will give them modern technology, but they will criticize it himself within the essay, which is important because the students are also criticizing it themselves. The authors propose that teachers can use their classroom time to serve as a community space with students, in which students can share their thoughts and feelings regarding contemporary issues in writing. They suggest that teachers should collaborate with students to create a group project on contemporary issues, in which both parties contribute with their own ideas and thoughts. cfa1e77820
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