Teaching Grammar

Being the second experience I've had with both "The English Teacher's Red Pen: History of an Obsession," and Noden's Image Grammar, I feel much more prepared in handling these texts. While I may not yet have fully determined exactly how I will pursue the task of teaching grammar, I am certainly much more confident in the idea than I was the first time that I read these texts. I would like to dedicate the majority of this post to the "Red Pen" article, because I feel that it has been of more controversial interest to our class.

Steven Zemelman and Harvey Daniels definitely know that they are on to a sensitive issue as they write, "We think that a student paper with two or three hundred red circles and marginal comments is nothing special; it is simply another workmanlike bit of English teaching. To us, intensive correction is the standard, responsible, professional way of responding to a piece of imperfect student work" (1). The authors are correct, additionally mentioning that as English teachers, we are expected to teach this way, the old way. It seems to be culturally accepted that a vital piece of an English teacher's job is to tear student work apart with their usual weapon of choice: a red pen. A solution for this problem is difficult to devise, however, because it seems to be so deeply rooted in our education system. While I agree that drowning a student paper in red is discouraging, and may even cause the student to stop caring, I worry that the opposite approach could have the same effect. I consider this possibility because this method of correcting papers has also been accepted by students. When receiving a paper absent of extensive markings, students are likely to assume that there is no additional work to be done, and still choose to toss their papers in the trashcan without a second glance. 

I believe that as English teachers we can combat these attitudes in multiple ways. First, I feel that it is important to be up front with students in the way that their papers will be evaluated and graded. If adopting the mindset suggested by Zemelman and Daniels, we must make it clear to students that all of the errors may not be marked, and it is their responsibility to use the suggestions and corrections that are provided to improve their work without having every single error pointed out to them. Second, I would like to make a habit of having regular writing conferences with all of my students in which we sit down and review their work together. In creating even a short amount of time to talk to students individually, they will be able to listen to constructive criticism, as well as praise in relation to their work. I feel that verbal communication may be more effective for some students, as many of them won't take the time to read over feedback that is written in red ink. 

In reference to the chapters from Noden, I am so appreciative of his practical and explicit approaches to teaching grammar. Many of them seem to have real potential for helping students to learn to use grammar in their writing, rather than viewing it as a painful subject that they are forced to acknowledge during English class. Additionally, I believe that these lessons would be much more fun to teach than simply creating "skill and drill" worksheets. I feel that it would be very beneficial to teach students grammar through use of Noden's 5 brushstrokes because they will be able to see writing as an art form, and grammar as a way of creating it. I want writing and grammar to function this way in my classroom. I want students to feel inspired and believe that they are artists as they create work that ranges from critical essays to creative writing projects. 

In addition to treating grammar as a way to enhance art, I want my students to realize that it is also a way to enhance their expression of themselves, particularly at the secondary level. Students must realize that their use of grammar is important because it affects the way that others will view them. High school students must have a strong understanding of how to use grammar to their advantage as they begin applying for college and/or jobs. By making the subject of grammar an incorporation to writing of all forms, I hope that students will see the two subjects as one in the same, and that they will have a new appreciation for grammar.