Points of Praxis

My Blog Reflects on Visual Rhetorical Theory and Disability Rhetoric and their Connections to Classical and Contemporary Rhetorical Theory

Outline to a response on grammar pedagogical approach:

How do I approach grammar instruction in my class?  Considering the differing opinions on grammar instruction...  Hartwell's article, "Grammar, Grammars, and Teaching Grammar" addresses some of these different viewpoints.  Particular interest:  teaching grammar doesn't necessarily mean students' writing is more effective or doesn't have those very grammar issues in them.

So, I need to define "grammar," first, I suppose. Hartwell id's three "grammars":  formal patterns arranged that conveys meaning. formalization of those patterns.  linguistic etiquette. 

Irene Clark defines "grammar" in Concepts in Composition as the internalized systems of representation that correspond to language. and pedagogical grammar--appropriating that system that corresponds with language usage conventions. 

Most often, concerns are for students learning "rules" of grammar etiquette or pedagogical grammar.

Concerns are that teaching grammar takes away from "higher order" rhetorical abilities, like invention and arrangement.  Micciche "A Case for Rhetorical Grammar" addresses these concerns in her article.  Other concerns:  setting students up to "fail" b/c so much of "good" writing is determined by "good grammar."  Shaughnessy addresses this concern in Errors and Expectations.  Can't learn the "rules" for the game if instructors aren't willing to teach students them.

And, there's the concern I have for "style" being appropriated w/ grammar instruction.  Lundsford and Ede address this concern for style as connected to grammar and audience in their article, "Audience Addressed/Audience Invoked."  Style connected w/ grammar so often in books like Strunk and White's Elements of Style.  Arguing for grammar rules account for "style."  Connecting style w/ grammar seems unethical in Lundsford and Ede's article b/c assuming singular appropriate or likeminded audience.  not the case.  audiences, style, and grammars change w/ rhetorical situation.

I approach grammar from a descriptive perspective.  Micciche argues that grammar should be taught as part of rhetorical situation or context.  I agree w/ that, especially considering my interests in genre-theory and social construction/transaction theories.  Meaningful writing instruction has to happen in a meaningful writing environment, the same applies to grammar writing instruction.  Can't teach, as Anne Freadman notes in "Anyone for Tennis?" rhetorical genres and rhetorical moves absent of rhetorical situations.  Same applies to grammar instruction.  Drill-and-kill just doesn't seem to work.

So, I let the students write their papers will little interference in regard to grammar and usage (influence of post-process here, too).  Then, in evaluating their papers--sometimes in the margin, sometimes in the terminal comments, I encourage them to look more carefully at subject/verb agreement.  Fragment sentences.  Run-ons in their papers and look at the discussions in the handbook.  I, then, encourage the students to work on these issues (in addition to the others noted) for their resubmissions.  Sometimes, I'll identify a possessive noun by noting "possessive."  Other times, I'll edit it for the student, "Tom's."  Depends on the student and paper.  But, I don't mark every single instance and if the problem is a significant one, I note in the terminal comments.

Hartwell encourages to have students read papers aloud to each other or to *just* make notes in the margin.  I tend to agree w/ Shaughnessy in the regard that students need instruction in the grammar and mechanics usage sometimes.  They don't always know the usage so find them on their own.  Have students read aloud first, catching as many as they can on their own.  Then help them to understand the rule if they still need that additional instruction.  Typically do this more one-on-one in conferences or office hours.  Here's where it gets descriptive.  Trying to describe "why" the "linguistic etiquette" exists rather than just saying it does.  Knowing when and why and how to apply the rule makes it easier to remember and appropriate into own discourse.  Also, goes back to rhetorical situation.  Not all rules apply to all situations.  Again, back to ethical approach to grammar.   See such controversies w/ AAVE and Spanglish.  One appropriate grammar.  One appropriate linguistic system.

posted by: rgregory at 17:16 | link | comments (1) |

Comments:

#1  29 December 2006 - 04:30

 

Maybe it would good to mention the NCTE's site in reference to grammar. They suggest less is more and knowing grammar in context. I suppose you know this already--I just don't know how important these organizations are to our comps. I guess we could figure that as professional organizations, they are considered authorities on pedagogy and practice in the classroom. However, where I teach now seems to stay as far away from these practices as possible. I know a teacher who is still teaching drills from 1952. What does that say for the state of grammar instruction?

Nice ideas here.

AlisonR

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