Thursday, February 21, 2008
To Grammar or Not...
I agree with the article that teaching grammar skills in isolation does not really help students improve their writing skills by itself, but I still think there are some valid reasons for teaching it the way most teachers still do. Sometimes the only way to learn basic concepts is by practicing them over and over until you are familiar with them, which I think teaching the individual parts of speech is good for. I always like grammar lessons in high school because I actually felt like I was learning something useful, so I don't see a big problem with how they are being taught. I do like the idea, however, of using literature to teach grammar, perhaps after students have already learned the basics so they know what to look for in the literature. Students learning this way must also realize that many authors take liberties with common grammar and sentence structure, and that "good writing" does not always mean the author has used "correct grammar". I suppose I am old fashioned in that I believe students should be taught that there is a correct way to use grammar and punctuation that should not be deviated from in formal writing so that their ideas can be clearly understood according to a common standard. In their creative writing they should be allowed to play around with grammar and sentence structure as long as their writing makes sense.
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Eric, your blog entry is so in tune with my own beliefs that it's scary---for you (I don't think anyone in this class wants to think like me! :-D). Anyway, I too think that teaching grammar in isolation is beneficial but only if students understand the reasoning for it, see the uses for learning it this way. I taught grammar this way in my senior comp class to students who all intended to go on to college. From the start I told them, "we're doing this so you'll know the vocabulary that the profs in your next comp course will use on your papers." They hated the unit--understandably because grammar isn't for everyone and most were having to retrieve information they hadn't accessed since grade school, a challenging task--but many came back after taking the next comp course and thanked me for what I did in that class. One girl said that she was the only one in her comp class that had a clue what the professor was talking about. It warmed my little heart. So, keep the faith, Eric! Do what you feel your students need most.
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