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Several books in the last ten years
have helped teachers of writing think about the best scope and sequence
of instruction at the sentence level. In
Teaching Grammar in Context (1996) and
Lessons to Share (1998), Constance Weaver advocates that we work
with error in the context of current writing composed by students in a
given course, as opposed to traditional lectures and drills focused on
usage and mechanics. In high schools and colleges since the
1970's, writing instruction has moved away from traditional workbook
exercises and red-pencil correction. This move can be traced to a
landmark study:
In view of widespread
agreement of research studies based upon many types of students
and teachers, the conclusion can be stated in strong and
unqualified terms: the teaching of formal grammar has a
negligible or, because it usually displaces some instruction and
practice in composition, even a harmful effect on the
improvement of writing.
(Braddock, R., Lloyd-Jones, R. and Schoer, L. Research
in Written Composition. Urbana, IL: NCTE, 1963; qtd in
Bean 55).
In Engaging Ideas (1996),
John Bean summarizes best practices for teachers who
struggle to "cover" content while dutifully addressing the problem of
inadequate prose (see Chapter 4, "Dealing with Issues of Grammar and
Correctness"). These strategies, summed up below, may be used in
class discussion of writing samples and in one-on-one interactions with
students:
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Talk about how errors destroy
meaning--how they undermine one's message;
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Talk about how errors create
negative impressions of one's authority;
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Try to notice patterns of error
in student work--see if there is indeed a "logic" of error governing
those patterns. Discuss them with the student and contrast the
standard English rule;
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See if such errors are
associated with English speakers of other languages (ESOL), and
refer the student to Dr. Regina Shearer (rshearer@rivier.edu);
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Encourage students to proofread
aloud;
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Ideally, in courses with several
pieces of writing due throughout the semester, instructors can adopt
a marking method in the margins of students' final drafts that
succinctly codes frequent errors (fr=fragment; cs=comma splice,
etc). Students then count up the errors in the margins and are
responsible for tracking them on a personalized editing chart.
They then turn to teacher, tutor, and handbook (LB Brief) to begin
the process of taking responsibility for understanding and
correcting their common errors. Over several writing
assignments, students should see the frequency of their errors
diminish. This method is the foundation of WRT 215 Practical
Grammar (a one-credit, graded course,
typically offered on Tuesdays at 5:15-6:15).
Questions? Additional ideas to share? Please contact
the program Director, Tim Doherty, at tdoherty@rivier.edu,
or 603-897-8483.
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