In middle school and high school English courses, textbooks have become the predominant method of instruction. Students read short excerpts and complete guided assignments, interacting with the texts for around two weeks. As coursework moves away from studying complete novels, students lose their connection to the texts they read, receiving less depth in their analysis of the literature. English teachers should require students to read complete novels. 

When students read short excerpts, they only see a small portion of the plot. While this allows for some interaction between the student and the text, the emotions and brain activity experienced when reading a novel, especially surrounding the rise and fall of the plot, do not have as much of an impact on the reader. A study conducted by Gregory S. Berns et. al. at Emory University suggests that reading stories strengthens language processing regions and boosts activity in sensorimotor regions of the brain. When the brain is stimulated, new connections form and a deeper understanding of the text evolves. By not providing students with the necessary resources to read and analyze complete novels, teachers limit the amount of connections forming in students’ brains. Furthermore, reading complete novels allows students to synthesize information in a more in-depth way. Students who read long novels can make complex comparisons throughout the novel rather than simply comparing a chapter to itself. As textbook excerpts become more prominent, a lack of long-term understanding and connection with text grows as a predominant problem.  

Along with the lessened comprehension and neural connections found with reading excerpts, students who do not read complete novels miss out on reading classic literature. While some can find deciphering the classics a tedious practice, students can learn much from these books. The French International School of Hong Kong explains that classic literature improves vocabulary, comprehension, moral and ethical understandings, writing skills and cultural understanding. By reading classics such as Romeo and Juliet, 1984, A Tale of Two Cities, To Kill A Mockingbird and even Julius Caesar, students gain an opportunity to read novels that shaped society. Much of classic literature comments on social problems of the time, shedding light on new ideas and people. Students deserve the opportunity to interact with these stories. English classes offer guided discussions and assignments that help students through the process of understanding the language used within the books while also providing the historical and cultural context that shaped these stories. This prepares students to understand the many references made about these stories in the “real world”. 

Proponents of reading excerpts from stories argue that the use of shorter texts allows courses to stay on track for units of reading while maintaining student engagement. Though using shorter texts allows for a faster paced course, teachers can adapt their lesson plans to accommodate for the incorporation of complete novels. This would allow the students to reap the many benefits of studying complete texts while also ensuring that the Texas Essential Knowledge and Skills, or TEKS, of the standardized curriculum get met. The issue of student engagement can also be met with the use of interactive lessons. Reading aloud, participating in group study and working on assignments such as socratic seminars allows students to form their own ideas and opinions about the text throughout the study. 

While teachers can still use shorter excerpts for focused study, more complete texts need to be incorporated into the course. Students will be able to make deeper connections, understand references and gain new outlooks on life as they study more novels.