Grammar, A Debate We Will Have Forever

All summer I have been writing in some capacity. I will be the first to admit, I struggle with grammar from time to time, but who doesn’t?  Grammar has been a perplexing issue for language arts/English teachers for year and years.  Some teachers may argue for a constant drill and kill approach, thinking the more that students do it, the better they will get at grammar.  Other educators let their student’s writing do the talking and examine where their weakness lie in their writing, then they plan and teach accordingly. A balance of both approaches is also used in classrooms.  Despite how you or your district take on the daunting task of hoping your students “get it”, I am here to tell you I don’t believe there is a magic spell out there for the proverbial lightbulb to click on instantly.

My lightbulb burns, at best, about as bright as lamp.  Experts are argue time and time again that we as the writing teachers aren’t doing our job and students are falling further and further behind. Of course, these “experts” are examining standardized test scores as part of their conclusion, and I am not even going to go down that road.  In addition, others believe the use of cell phone and social media is causing students to fall further and further behind because of their “text talk”.  Read this post in Education Week and let me know and others what you think.  I was outraged when I finished reading the post as were others that I have professional relationships with.  It is one more way to blame technology for shortcomings on standardized testing.  Articles such as this gives educators and districts more reason not to embrace technology.  It is bad enough students aren’t getting more of a 21st century education and aren’t connected the way they should be.  I am not saying technology is going to fix the grammar issues that seem to plaque our students.

What I want to say is I can remember all the way back to 8th grade when I had my orange grammar handbook. As a middle schooler, I was clueless from time to time when it came to things such as misplaced modifiers or using a semi-colon correctly.  There were concepts I understood and there were some I did not fully grasp.  I can also remember there were classmates that were way better at grammar than I was.  Sound familiar?  Yeah, the same thing we see with our students today.  Are there better approaches to teaching grammar? My goodness gracious, yes!  I encourage everyone to check out Jeff Anderson’s approach to grammar in his book Mechanically Inclined. I particularly like his express lane checkout approach to the writing his students do in Journals.  There are other methods available too.  Needless to say, our students aren’t going to be grammar experts by a long shot.  Yes, they should be achieving at a certain level, but grammar takes years and years to master in my opinion.  It isn’t going to happen over night and we need to stop whipping a horse that really hasn’t changed much over the years.  Every year I am looking for new ways to engage my students with grammar as should anyone else.  Some ideas work better than others, you just need to find what works for you and your class.  Furthermore, being a writing teacher, means we need to write with our students and only then will our students start taking more of a vested interest in their writing and then maybe they will start listening to those grammar lessons we give.

Cheers!

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One Comment on “Grammar, A Debate We Will Have Forever”

  1. Megan M. says:

    We’ve been talking about this at the college level too. If you are including writing in a course that is not called ‘composition’ – how do you grade/evaluate grammar? It was emphasized to me that I get students focused on their thesis and paper first – a paper with good grammar is useless if the argument or story doesn’t make sense. So then, after we get the major organization of the paper hammered out, THEN I can get them working on their grammar issues. So when I comment on papers this year I’m going to sit on my hands about commas and tenses in the first drafts. It is going to be HARD. But once students feel like they have something worthwhile to say, they will (hopefully) want to say it better.


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