It is rare in a working environment that someone says, "Johnson, I need a market analysis by Friday, but before that I need a compelling account of your childhood."Not that I'm crazy about the idea of all students aiming for jobs in which they have to churn out market analyses, but the same principle applies to a request for an analysis of any proposal or policy. Why do you believe this is true? And come up with something more powerful than the more-or-less grownup equivalent of "all the cool kids think it." It's the rare corporation or government bureau -- or any other human endeavor -- that couldn't use more of that skill.
The author of the American Thinker article does have a funny approach to categorizing writing as fiction or non-fiction, though. This is a list of what he describes as the proposed "fiction standards":
Geoffrey Chaucer's Canterbury Tales; F. Scott Fitzgerald's The Great Gatsby; William Faulkner's As I Lay Dying; Thomas Paine's Common Sense; The Declaration of Independence; Frederick Douglass's "What to the Slave is the 4th of July?"; Allen Paulo's Innumeracy: Mathematical Illiteracy and Its Consequences; Mark Fischetti's Working Knowledge: Electronic Stability Control; and George Orwell's "Politics and the English Language."I'm listening to a series of lectures about Winston Churchill. He was an indifferent student who hated Greek and classics. In some dismay and contempt, his father sent him off to a kind of military or administrative professional school, where he was given practical works to study; he loved them and excelled. Without being at all in the "special snowflake" school of thought, I do believe that the task of education is to develop the different strengths of different students. Especially as they get older, students should be offered a wide variety of higher-level materials that will challenge whatever their talents happen to be. There will be some who can be nourished by Working Knowledge: Electronic Stability Control in a way they never could have been by War and Peace.