I have a similarly dim view of the writing abilities of many people, but learning how to construct a good written argument in readable, decent prose is an actual important life-skill, of the sort that every 18 year old (or really 14 year old) really ought to know how to do it. So, if letting kids read what they want to read, or perhaps as a compromise, pick from a list of books is the best way to get them to learn how to write about said books, then let them pick.
If you ask any writer, they will say one of the most important things to do, besides writing, is reading. Writers are voracious readers. Now, perhaps some of these kids will become voracious readers, but FLG doubts it. Therefore, if we accept Matt's contention that English classes are primarily about teaching writing, then shouldn't we expose students to good writing. Basically, if we want to teach good writing, then isn't it better to force kids to read Fitzgerald than to have them pick Dan Brown? Yes, Brown does offer an example of decent, readable prose, but is that all the exposure we want our children to have? Furthermore, The Great Gatsby is a much better and richer subject of inquiry than The Da Vinci Code.
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Why don't we just let kids in gym class choose what exercises they want to do?
(a) Because we all know a lot of kids would do "exercises" that don't provide much benefit.
(b) Because learning to do things you don't want to do, and to get as much as you can from the experience, is one of the most important things that school teaches.
if we accept Matt's contention that English classes are primarily about teaching writing, then shouldn't we expose students to good writing
Hmm. Possibly. But in general, the writing of the classics is not the same type of writing that Matt is describing as a life skill. So you might be making an unwarranted leap with your "then"---will reading the classics really help them learn how to construct an argument? How, exactly? Surely they will write a better argument when they have something to say that they actually care about?
And I suggest that letting kids pick books is far more likely to create a voracious (or at least happy and voluntary) reader than forcing Great Expectations on them. Also, there's a whole lot of space between Gatsby and Da Vinci Code---eg, if I were teaching such a class and a kid started with Twilight, I'd cry inside, and then try to give her Robin McKinley's Sunshine instead, which is a well-written vampire novel and offers some substance on prejudice and civil society, IIRC. (Is Dan Brown really decent readable prose? I don't think *I* managed to read it, and I've read nutrition labels, in a pinch)
I'd argue that reading good writing is crucial in teaching students a feel for language, how words fit together, the importance of connotations---but I have bright honors students who don't have that type of command of language, and my tendency is to think that students aren't ready to learn the sophisticated uses of language until they've sorted out the basic organization of ideas and evidence--fix the paragraphs, then polish the sentences. (Although I know at least one colleague who recommends students work in exactly the opposite direction)
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