Thoughts on Memorandums

Based on my readings so far, I think that I have a strong basis for describing important elements in writing. Many of my articles described how to make students enjoy writing, how to make them improve their skills, how to create well-rounded characters and plots, etc. All these points are important in the process of getting students to become better writers, and I feel that they are often considered less-important on standardized tests than elements such as spelling, grammar, and paragraph development. For me, this is silly. Many of the articles argued that it was equally important for students to understand how to improve their work in terms of creativity and originality. I feel that these are the elements of writing that make students enjoy the act of writing. As I recall, vocabulary and grammar lessons were not the types of lessons that made me decide to be and English major, I always preferred lessons that focused on creative writing and brainstorming new ideas.
So far, I think that these are the types of concepts I want to include in my memorandum. Granted, standardized tests are helpful in grading students based on a flat scale, but I feel that these grading procedures ignore students that have high levels of creativity, but need work in other skills. I feel that the ability to produce writing that is compelling is equally, if not more important that producing writing that is correct in every sense of the grading scale, but perhaps lacks elements of originality. Students that work on interesting writing should be understood rather than discouraged by low test scores. Why do standardized test merely reward authors who answer questions correctly, but possibly lack any sense of flair in their work? Continuing to grade in such a manner seems a crime. How will creative writers have the esteem to produce work if every piece of writing they submit is flatly graded with a criteria that takes no account of their creative abilities? I hope to propose a number of ways of creating new criterias in standardized testing, as well as lessons that will help teachers develop new types of writers in my memorandum.