Due by class time on: Mon., March 21st, 2011 (right after spring break!!!)
The responses by the whole class are due by class time on: Wed., March 23rd, 2011
The text you need to read is here.
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By Samantha Sturm
The article “To Grammar or Not to Grammar: That Is Not the Question!” by Constance Weaver, Carol McNally and Sharon Moerman, portrays the issue of why grammar should be taught. The author’s focus mostly on what teachers are doing based on theories and how their attitude’s towards grammar effect how their student’s learn grammar. The idea of how grammar helps to generate content and vise versa is a common reoccurrence throughout the whole article. It is the idea that focusing more on content helps to identify grammar mistakes and topics in writing and focusing on grammar as well helps in identifying content mistakes and topics.
The article as well focuses on different activities a teacher can do to help their students “appreciate and use longer, more interesting sentences, and to draw upon a wider repertoire of syntactic options” (19), and the importance of keeping in perspective the conventions of writing while also helping students to learn to edit their own writing.
In the article, the authors explain several different methods used to help grammar to emerge. Prewriting activities help students organize their thoughts and provide aid to those students who have trouble with the writing process in general. The authors identify that grammar is also emerging through art and literature. They give an example of one student that wrote a remarkable poem that went along with her piece of artwork.
Next in the article, the authors talk about how teachers tend to teach how they were taught which limits them to mostly correcting sentences. They emphasize how it is adverse that teachers ignore the potential for revision and instead mark up a student’s paper with red ink all over it; in essence making the writing assignment a mere opportunity for testing and more than likely demoralizing the student as a writer. The authors state instead of the previous reason for revisions, “much better to help students…become more proficient in writing by making the writing situation an opportunity for genuine teaching” (27). They explain that helping students to learn different revision strategies at the sentence and paragraph level will be more beneficial.
The authors give an example of content in relation to grammar skills in that one student did exceptionally well with her content in an essay, she was able to convey feelings and put the reader right there with her, however her grammar errors were prudent and took away from the essay. The teacher decided to sit down and have a one on one conference with the student and had her read the essay aloud. The student read it how she intended it to be read and was able to go from there on correcting the grammar mistakes. The teacher concluded that, “I simply must allow my eighth graders time to grow as writers, teach them to say what they mean first, encourage them to effectively communicate their thoughts and ideas. Writing is a process” (31).
The authors conclude that teaching grammar through skills and drills is not so effective as one might think. Instead they suggest that teacher’s aide in the writing process and especially the revision process so that they may help their students grow gradually as writers. The authors agree that teaching grammar is important, meaningful, and useful. However they believe that grammar should be taught only as it aids writing or in an elective course. “It’s a question of why, when, what and how to teach selected aspects of grammar, in order to strengthen students’ writing” (33).
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By: Nicole Hester.
In Constance Weaver, Carol McNally and Sharon Moerman’s article “ To Grammar or Not to Grammar: That Is Not the Queston!” the issue of why grammar should be taught in the first place is addressed (clearly). The authors address a disconnect to what students have been taught (and seem to comprehend in class), and what is used in everyday conversation or in writing. Also in the article is a constant theme of how grammar helps generate content and then how content helps to generate correct grammar. Another theme is the way in which grammar is taught and where teachers evaluate concept over structure… or if there has to be one writing aspect that is held at a higher value. The authors then go into more detail describing how students are being taught to identify the structure of a sentence (knowing what a “ noun” or “ verb” look like) in contrast stated in the article, “ for most students teaching grammar as sentence analysis is another reason why the grammar doesn’t transfer to student writing.” The authors seem to focus more on what educators are doing as far as theories and the impact an educator’s disposition towards grammar has on the way students learn grammar.
Following this point the authors make the connection that by teaching grammar, one is also “ helping them to generate content.” While often time’s grammar is thought of as disconnected with content, the authors here are saying understanding correct grammar works with content and does not distract.
The author’s then make the point that the past way grammar has been taught is not helpful, in their words, “ teaching traditional grammar in isolation is not a very practical act.” That what has shown to be affective is, “ drawing upon literature for models or effective sentences and paragraphs, while incorporation only the most useful grammatical concepts…” This idea is somewhat similar to the very first blog read on “ engfish” the notion that the more direct a statement the easier it is for others to absorb and recognize in the future.
Weaver, McNally and Moerman finish the section with the idea that “teaching a limited number of grammatical concepts in the context of their use if far better than isolated grammar study in getting students to appreciate and use grammatical options and conventions more effectively. “ Then replacing the title question of to “Grammar or not to Grammar?” with asking about the different grammar aspects that could be manipulated to help connect students to the material. The authors subtle challenge teachers to risk with their lesson plans and theories a bit and try something new to reach out to students.
The next section of the article “ Connie: Prewriting and “ Grammar Emerging”. One of the authors opens up by describing the impact a book had on his or her view of how grammar can generate content. Using the example of how teaching a participial phrase and an absolute phrase helped students sort out details. The author states, “… my students found themselves able to infuse images and sensory details into their narratives and the use of detail even seemed to carry over into their expository and persuasive writing.”
“Grammar Emerging through Prewrinting activities” is addressed next in the article. Athors described what was learned from seventh-grade teacher “ Sarah”. The teacher relized she had been educating her students in the traditional way of teaching grammar and how her students seemed to dread learning the material. Then once she began using mini lessons format, she received a positive response back from students and their grammar skills improved. While the ongoing theme of the article was apparent in this example, “ Grammar helps to generate ideas”, this particular section points out that it is a two way street. Those ideas can generate grammar and the two-cycle each other. Then in the article the next section addressed is on how grammar can be taught through poetry and even visual art. Those different forms of literature can express a general grammatical idea.
Carol McNally takes on the next part of the article in her section, “ Carol: Learning Grammar with The Giver.” McNally gives a description on Connie Weaver’s unique teaching method to help students, “ expand their syntactic repertoire in order to write more syntactically sophisticated and rhetorically effective sentences” In McNally’s section she describes how Weaver took a segment of The Giver and transformed it to have the common errors middle students make in their writings. The students were then asked to correct the sentence to create more of a flow. Several examples such as that were done, addressing comma placement and the use of appositives. By this the teacher found a way to educate students on grammar in a subtle way. Which proved to be a positive experience, according to Weaver, “ students were engaged in improving their writing, not just learning grammar for the sake of knowing the proper terminology or in order to pass a grammar test.”
Preceding this was “ Connie Revision of Sentences and paragraphs”. The author focuses more on “ teaching the teacher” in this section. Stating that “ we tend to teach as we were taught, limiting ourselves mostly to the “ correcting of sentences.” The author states that there is a need to do better. The author then uses a personal experience during six years of her Jr. high and high school experience as a student who (like many) are graded without explanation or being provided an alternative. The author states that for her students she will often put herself in their shoes asking, “ What, I asked myself, would I do to help the writer make the sentence structures themselves more interesting…?” She brings up the idea that even the revision strategies should be reinvented. Not to just “ red pen” students work but to instead advocate and nurtures.
Page 28, “ Sharon: Putting Conventions into Perspective and Helping Students Edit” The story about Chastity’s very touching and moving piece conceptually, however due to grammar and structure it had the potential to be a failing paper. Instead the author (seeing Chastity’s emotional intellect and ability to verbalize what she feels) then takes the opportunity to give a little extra help to her student to edit the paper. Therefore Chastity’s redeeming writing qualities would not go unnoticed. “ If I had focused on convention instead of content, I am not even sure she would have tried to write the piece.” Moerman showed her student that she recognized the depth of what she was saying, and then just helped to frame it in a grammatical context.
I thought that this article was interesting, and that both students did a very good job on summarizing the material. I think that it is important for teachers to be apart of the writing and revising process, because one can only learn from his or her mistakes. It seems that many of the things teacher did to teach the students grammar and writing, is the way that I was taught. I think that in papers now I am able to identify my problem areas, structure, and grammar mistakes.
ReplyDeleteBoth students did a great job summarizing the article. This is a debatable topic that we have talked about many times. Knowing the correct type of teaching is definitely situational. I think teaching criteria depends on the type of problem and the reason for the disconnect. Also, language and culture plays a major role in this as well. I think that when a group of teachers compare and contrast their pros and cons that it opens one’s mind to new opportunities. I agree that students learn how to write and they learn how to correct grammatical errors. However, they do not combine the two. For example, several people that I would consider to be competent and good writers may have a pronoun-antecedent disagreement or a split infinitive in their writing. I don’t think they are bad writers because of this I just think it isn’t empathized enough in one’s writing. For most Americans once you learn grammar it isn’t revisited enough, instead creative writing is encouraged and required. I think a lot of people confuse “creative writing” with an excuse to be informal and lazy. I would even blame some teachers for being too relaxed when grading one’s writing. I think the focus is on content and not grammar, where as they should be working together simultaneously.
ReplyDeleteI really liked this article because it contains information on why it's important to teach and learn grammar. If teachers are enthusiastic about grammar and highly value grammar then students will as well. I think a lot of people overlook the importance of grammar because we use it without even thinking about it. If people just stopped taking grammar seriously, all of our communication would be messed up because noone would understand the context of eachother's sentences.
ReplyDeleteThere were some pretty interesting points brought up in this article. I think the authors make some good points. A lot of it is stuff that I've come across before, though, as I worked at the writing center for two semesters. Part of the training working there involves reading a lot of articles about writing center methodology. One of the common threads through these is the idea that drills, etc. are not particularly helpful in teaching grammar, which tutors are sort of encouraged to stay away from anyway, as the writing center's purpose is less about correcting grammar errors and more about "making better writers." Of course, I would say that an at least reasonable grasp of grammar is an important part of that, but I do agree that oftentimes belaboring things like comma use can distract from much more important issues. I also agree with the article that grammar can be taught in ways other than incessant drills.
ReplyDeleteIn the article To Grammar or not to Grammar, the authors explain several different methods used to help grammar emerge. I like how the author explains that many teachers teach in the style they were taught but over time it doesn't sinc up with the changing times. I also liked how many teachers took the time to teach grammar in a different manor through poetry and visual art. The fact a teacher took the time to nurture a student creative flare while teaching proper grammar in a non-traditional sense is a nice change to see.
ReplyDeleteThere were some pretty interesting points brought up in this article. I think the authors make some good points. A lot of it is stuff that I've come across before, though, prior to this class I have taken English classes that have helped me enhance my grammar skills. Anyhow, I agree that students learn how to write and they learn how to correct grammatical errors for two reasons. One, they are taught how to write by teachers and learn how to compose a paper. Second, after the final copy is written, it is then edited by peers or teachers and that is how they learn about grammatical errors and how to correct them. There are no "bad" writers; they just need to learn how to write in order to compose a good essay. Lastly, I agree with the article on how teachers use different methods to teach grammar.
ReplyDeleteThe article made some great points as to why grammar is important to teach in schools. We need grammar in our everyday lives. No one would be able to get across a single idea or thought in their mind without it. We use grammar at work, school, even to talk to family and friends. I wouldn't even be able to succeed in this class without proper grammar skills. The authors of this article made clear the importance if teaching this skill that students will continue to use throughout their lives.
ReplyDeleteIn the article “To Grammar or Not to Grammar: That Is Not the Question!” by Constance Weaver, Carol McNally and Sharon Moerman, shows that teaching and learning grammar are important to student. They can be taught and learned in interesting and effective ways. This article is evidence proved that student writing in bad grammar do not represent he / she has not written a good essay. It just means that they need to practice writing good essay with proper grammar skills. Moreover, it is also proved that mini lesson is one of good teaching way of learning grammar. By the way, both of the students have done a awesome job of summarizing this article.
ReplyDeleteThe author begin with addressing the fact that there is a major disconnect from what students are being taught in school, to the way they use language in everyday conversation. I believe a big reason this fact exists is because many students ranging from K-12th grade do not believe it is cool to be smart. They dumb down themselves in a weird attempt to fit in with their peers. Students need to realize that is not only cool to be smart, but it is cool to just be yourself. I agree with the author that teaching grammar as sentence analysis as a reason why proper grammar doesn’t transfer over. I believe teachers need to reexamine the way they are teaching material to their students. Just as the author feels, traditional methods of teaching grammar are not practical anymore. Overall this article was an insightful read.
ReplyDeleteThis article was about how grammar is taught in school and why it is important. The author also gives points on different ways to teach it. I thought this article was very interesting because it gave different ways that a teacher can teach students grammar that is not traditional. I liked this because while I think it is important to learn grammar but it is not always interesting to learn. If children are taught grammar through a different approach that allows them to be creative while learning as well I think that kids will pick up grammar better and engage it in more because they would not be as bored.
ReplyDeleteThis was a really long article which explains how grammar should not be drilled, but discovered. Giving students well written literature to read and discuss, seems to be a much more engaging way to learn proper sentence structure and effectiveness. The article gave plenty of examples of the children's writing, before and after the old exercises were replaced with imitation. I would have liked to have this method in use when I was in school. I may have learned a little more, and actually understand what appositives, participial phrases, and absolutes are. Instead, they are just terms related to grammar.
ReplyDeleteThis article discussed topics regarding grammar. It talks about a disconnect that students have with learning grammar and actually applying it. I agree that this is very true in the classroom. I feel that students learn about the subject and the concepts that are relevant to grammar but they do not learn how to apply it in their everyday lives. I feel that when it comes to school, students can write a good paper and use the proper grammar and apply concepts that they have learned, but when it comes to everyday conversation, proper grammar is not as common. I feel that an effective way to teach students, and to help them retain information and apply the lessons to their everyday lives is to teach in a creative manner that will make it memorable to students. Teachers commonly use a traditional way of teaching and according to the article, more non-traditional approaches may be more effective. Traditional teaching may cause students to do their work for the grade, not because they genuinely want to learn the information. I feel like the disconnect that students have with school can be easily fixed with the right attitudes and teaching styles.
ReplyDeleteOverall, I really enjoyed reading the summaries and the article. Grammar is very essential to students of any age. So it is also critical that teachers are enthusiastic and value this subject. I think a students expertness in grammar can also be a reflection of the teachers methods and style of teaching. A lot of teachers do not focus on grammar. In my own situation this would be my only class that has every truly focused on grammar.
ReplyDeleteI thought this article was fairly interesting to read, and I also thought the summary was well written. I would have to agree with the author. Drill and instruction don't seem like they would be the most logical method when teaching grammar. When doing this many students tend to get distracted and/or bored. Which, in turn, takes their concentration off of the lesson at hand. Instead, by going through a student's paper and having them read aloud, it can help the students better recognize the mistakes they make.
ReplyDeleteThere were pretty interesting points brought up in this article. I believe the authors make some good points. A lot of it is stuff that I've come across before, though, prior to this class I have taken English classes that have helped me enhance my grammar skills. Anyhow, I agree that students learn how to write and they learn how to correct grammatical errors for two reasons. One, they are taught how to write by teachers and learn how to compose a paper. Second, after the final copy is written, it is then edited by peers or teachers and that is how they learn about grammatical errors and how to correct them. There are no "bad" writers; they just need to learn how to write in order to compose a good essay. Lastly, I agree with the article on how teachers use different methods to teach grammar.
ReplyDeleteI enjoyed reading this article. It was very inforfmative. The author discussed the importance of revision and retaining of grammar mistakes. It is very common to make petty grammar mistakes because of our lack of knowledge of its importance. This article has a lot of tips to help readers improve as well as present constant awareness of the issue. The summaries were from. Good job nichole!
ReplyDeleteThe article “To Grammar or Not to Grammar: That Is Not the Question!” by Constance Weaver, Carol McNally and Sharon Moerman, portrays the issue of why grammar should be taught. There were pretty interesting points brought up in this article. It talks about a disconnect that students have with learning grammar and actually applying it. We need grammar in our everyday lives. No one would be able to get across a single idea or thought in their mind without it
ReplyDeleteThe article “To Grammar or not to Grammar: That is not the Question!” by Constance Weaver, Carol McNally and Sharon Moerman is an interesting article that explores different theories that teachers use in the classroom. The article uses different activities teachers use in their classrooms to teach grammar to show the variety of ways that grammar can be approached. Teachers tend to teach based off the style that they were taught, with some differences gained from the experiences that they have from college and interactions with other teachers. Teaching grammar in a more interesting way creates a better environment for the students being taught.
ReplyDeleteThe article, “To Grammar or Not to Grammar: That Is Not the Question!” by Constance Weaver, Carol McNally and Sharon Moerman, discusses the issue of how and why grammar is taught. This article points out the importance of grammar, as well as, value grammar has to students. Grammar is very important poor use of grammar reflects the writer in a negative light. Writing is a skill everyone must be proficient in and grammar is a major part of writing. I like the fact the writers give many theories about the teaching of grammar. This article is well written because it does not just focus on one teacher opinion, but rather it gives multiple teachers opinions.
ReplyDeleteIn the article, "To Grammar or not to Grammar," the authors show how creativity can help influence learning about grammar. The authors show that they care about the student's potential ability through several different learning devices. Making their students interact in more creative and interesting topics will promote content generation. It is important that the instructor stays with the current affairs so that they aren't regarded as boring and unapproachable.
ReplyDeleteThe article “To Grammar or Not to Grammar: That Is Not the Question!” written by Constance Weaver, Carol McNally and Sharon Moerman, discusses the debate on how grammar should be taught. I don't believe there is one right way of teaching grammar, because everyone learns differently. The teachers are right by taking the initiative to approach different ways of teaching their students. I agree with Zachary, that teachers should try to find modern techniques when approaching new teaching styles.
ReplyDeleteThis article was very interesting to read, and both of the students summarized it very well. I believe it is very important for teachers to be involved in the writing and revising process. Many different methods were mentioned in the article to help grammar emerge. I liked how many different teachers took the time to teach grammar through different lights, like poetry and visual art. I agree students learn how to write and they learn how to correct their grammar for 2 different reasons. One is teachers teach them how to write a paper, and two is once the final copy is written and edited by peers/teachers, they learn how to fix their grammatical errors. I do not believe there are writers who are bad, there are just writers that need more work.
ReplyDelete