Where are we with grammar instruction?

[Jim Burke]

Various conversations on the ECN, combined with recent rounds of state testing raise the question about the study of grammar and in ways that make a difference. What are people going, using, thinking, assigning, and teaching and to whom (e.g., 9th? 11th? 12th?!). What do you do, when, how, with whom, and why? Do you sleep with Warriner's under your pillow? Use it as a doorstop? Bathroom pass? Sacred text? Are have you gone digital? Online? LCD? A touchy subject, which is why it's fun---and important---to talk about it.

[Daniel Sharkovitz]

Jim,

This is a really good question. Unfortunately, some really stupid people with state and federal jobs in education are answering the question for many if not all of us.

For example, Teacher A in my school almost lost an opportunity for a little bit of professional advancement because he could not quite pass a State Teacher Assessment test in general communication. He wrote two essays--a summary and an argument that scored high. But on the multiple choice section about finding errors in grammar, he fell short of the passing score by a couple points. He is an amazing teacher who inspires kids, parents, and teachers. He has earned so many awards, fellowships, and grants that all of us have lost count. All parents want their kids to have this guy--myself included. The good news is that he was able to study and then later pass a second exam.

My point is this. As far as grammar is concerned, few kids write using poor grammar. According to Chomsky our minds are sort of hot wired to be grammatical. Spelling, usage, and punctuation are more common areas that need teaching. In this I am a pragmatist, and I try to do whatever it takes to help each child improve whatever he or she needs to improve in these areas.

Hillock's Teaching Writing as Reflective Practice has some valuable graphs at the end of his book which describe the efficacy of several common methods of teaching writing that teachers use. Trying to help kids improve their writing by teaching grammar is the least effective method. Since his results jibe with my own experience of teaching, I move forward with hope and some bit of validation. What you said in the book discussion earlier today works for me when you said something to the effect that what we should do is what it takes to get the job done without doing harm to those we serve. If we all set out right now for the Vietnam Memorial, we could all get there from everywhere we are.

Thank you for the question.

Dan

[Nancy Devine]

The best (And I mean BEST) piece I know about the teaching of grammar is Patrick Hartwell's "Grammar, Grammars and the Teaching of Grammar." Every English teacher should read it...maybe every teacher should read it. Click here to do so.

[Mary Worrell]

I had to read that for my Teaching Composition course - it's a great read.

[Barry Lane]

At the risk of sounding like an ad. I have to tell you that my press just published The Giggly Guide to Grammar by Cathy Campbell. It is a thorough guide to grammar that is just downright hilarious. I had been looking for years for a book that makes Strunk and White funny. I met Cathy at a workshop and heard about these hilarious cartoons she creates to teach her high school students parts of speech, etc.
Three years later we produced this Guide. Here is one example from the lesson guide. If you seek more information about the book visit www.disoverwriting.com. I will talk post a bunch of the jpgs here as a resource for teachers.

[Harperoni]

Thanks for sharing this, Barry. I am always on the hunt for ways to bring grammar to life. For some reason sentence diagramming just doesn't have the same pow it used to!! LOL
D.

[Barry Lane]

HERE ARE A FEW FOR FROM THE LESSON DISK ON The Giggly Guide to Grammar

[Margo Wenzell]

Thanks, this is great. I just ordered your book and CD. I think it will work well for my high school students. It will be fun and productive. A winning combination. I also teach a general class with struggling students and I'm hoping that this is "just what the doctor ordered".
Thanks again!

[Clix]

Grammar Ninja!

It is dork-o-RIFFIC. I have trouble talking to my students about subject-verb agreement when they can't identify parts of speech. (In a sentence like 'Joe is tall' they would pick 'tall' as the verb. No joke.)

Plus? Also? You can write your own sentences. So when my students start to get good enough that they get bored, they can write complete sentences & label parts of speech, get me to check them, and then input them into their computer. They get a kick out of creating challenges for each other and having ninja battles!!

[Harperoni]

Thanks for this too! I am so glad I checked out this discussion!
D.

[Rita Chapman]

Grammar instruction is our version of chaos theory. I use multiple methods all year (diagramming, sentence combining, editing, asking them to write particular types of sentences, etc.), quiz weekly, and hold them accountable with every piece of writing they do. I think what really makes the difference is holding them accountable for the whole year. They can't hold their nose through a short unit and escape it one more time. I also re-quiz kids until they get 75% correct -- again, no escape. I get some modest success with this approach, and the ACT prep teacher and other junior level teachers say they can spot my kids immediately.

The only class that doesn't get grammar instruction is my APES (Lit). I just tell them if they make more than three errors on an essay, their grade drops to a C. In the beginning of the year I look at a lot of drafts and do some one-on-one, but by 2nd semester they've got it figured out.

I have added more of the multiple choice ID the correct sentence stuff because that's how Missouri tests it now -- even though I know that sort of skill doesn't translate to writing. On the plus side, even my most written expression LD kid can do OK on that.

We do still have Warriner's! Nobody will take them off our hands. We're slowly transitioning to the Hacker Guide.

[Nancy Devine]

I think grammar is a prickly term. By grammar are we talking usage, descriptive grammar, correct grammar, rhetorical grammar...what do teachers mean when they say grammar?
I would love to hear what research people are reading about grammar instruction and its relationship to writing. What about Constance Weaver, Rei Noguchi, Harry Noden, Don and Jenny Killgallon, George Hillocks, Jr?

[Dana Huff]

My principal, a former English teacher, is a firm believer in emphasizing grammar. I'm required, to a certain extent, to teach grammar in 9th grade, but I think Daniel's right. The biggest problem I see is with proper use of punctuation, especially commas. I do see other types of issues, but my students generally can make their subjects and verbs agree. They miss pronoun/antecedent when they're using indefinite pronouns. They sometimes still write run-ons (mainly comma splices) and fragments.