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The importance of grammar in education
The importance of grammar in education
The importance of grammar in education
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I have a knack for creating a series of run-on sentences and calling them an essay. I have a knack for beginning sentences with And or But. I also have a writing degree. I still have not mastered the use of the comma and somehow the Academy granted me that little piece of paper anyway. You, reader, may be wondering my point. My point is this: that despite my ill-formed paragraphs and run-on sentences I have existed and prospered within the formal writing environment. And so, I was elated to read Patrick Hartwell’s essay that contests that teaching grammar has a negligible effect on the development of a student writer (183). Clearly, there are different types of grammar, which Hartwell distinguishes in his essay. Borrowing from Francis’ “The Three Meanings of Grammar,” and his lengthy definition of grammar in three parts, Hartwell extends to the five categories of grammar. In dissecting grammar, Hartwell divides and conquers the argument that formal grammatical training is of great use to a developing writer. Instead, Hartwell sees grammar as a recognition tool, a way to keep the writer and reader on the same page. It is a tool of orientation rather than a prerequisite for “good writing.” Harvey Davis, an author I found by way of Hartwell’s end-notes, makes a great distinction between the necessity of grammar texts for educators and students. In his book, Famous Last Words: The American Language Crisis Reconsidered, Daniels recognizes that grammar books, “while they may be good for the publishing business, and may comfort anxious teachers, they are unlikely to help students much” (241). Books devoted to the teaching of grammar or the integration of grammar into writing programs simply create names for lessons and rules alread... ... middle of paper ... ...n of all threads of thought, with a process of shaping afterwards. Grammar lay waiting for the guillotine in the arena of composition. The main concern of any composition teacher, as well as his students, should be the production of writing. Since the rules are so flexible and easily changed for matters of style, grammar should be an afterthought, rather than a pre-writing tool. To take writing time away from our students and force them to familiarize themselves with formal grammar does them a disservice. Bibliography Daniels, Harvey. Famous Last Words: The American Language Crisis Reconsidered. Edwardsville, IL: Southern Illinois University Press, 1983. Hartwell, Patrick. “Grammar, Grammars, and the Teaching of Grammar.” Cross-Talk in Comp Theory: A Reader. ed. Victor Villanueva, Jr. Urbana, Illinois: National Council of Teachers of English, 1997. 183-212
Williams claims that errors of grammar and usage are the most complex topics, which have been easily misunderstood by many people in our world today. Whether the grammar has to do specifically with literature or not, it has always obtained errors. William notably supports his claim by giving specific examples of professionals who have stated grammatical errors according to what they think is “right.” William also provided some personal experience and textual evidence to express credibility and accuracy of his argument. William’s argument is effective because the main points he focused on with evidence were powerful and stood out to the audience. The real life examples that William demonstrated to the audience gave a strong base to his argument because he showed how grammar errors actually exist in our society. He made it evident that the audience had their eyes opened to topic that had been ignored in the past. William achieved his argument by providing real life situations and by looking at various researches that analyzed the existence of errors in grammar. However, the ways that William could have made his argument more effective is by not having comments that seemed too self- indulgencing. Also he could have taken out evidence like the graphs that didn’t make
This essay opens the minds of people to see that perfect writing is not always the perfect thing. Murray’s essay would interest almost every person who has been a student and taken an English class. Most
Several people have trouble writing college level essays and believe that they are unable to improve their writing skills. In “the Inspired Writer vs. The Real Writer,” Sarah Allen argues how no one is born naturally good at writing. Sarah Allen also states how even professional writers have trouble with the task of writing. Others, such as Lennie Irvin, agree. In Irvin’s article “What is ‘Academic’ Writing?” states how there are misconceptions about writing. Furthermore, Mike Bunn’s article “How to Read Like a Writer” shows ways on how one can improve their writing skills. Allen, Bunn, and Irvin are correct to say how no one is born naturally good writers. Now that we know this, we should find ways to help improve our writing skills, and
In our modern society, we have forgotten the art of writing. When we write, we think to ourselves, the longer the sentence, the more intelligent I will sound. Many may say it is by writing long sentences. But is it all that true? In this piece of writing I would like to focus on an essay written by Verlyn Klinkenborg, Several Short Sentences About Writing. In this essay he explains how and why when we write, we should keep our sentences short. he also explains why students should be assigned essays that are not determinate on other sources as evidence. I will also be comparing this to a piece written by Sarah Manguso, Ongoingness. I will be comparing these two pieces on their writing style, and their essayistic ideas. My belief is that we need
Follett continues by explaining that although early descriptive grammarians were helpful, the activity of modern linguists is now harmful. Before linguists’ harmful activity began, early descriptive grammarians included men such as Henry Sweet who inspired the Danish scholar Otto Jespersen to produce A Modern English Grammar on Historical Principles. These men and their works were helpful by laying the foundation for traditional grammar. However, after these early grammarians, modern linguists introduced speechways, an idea which claims that writing and grammar books are artificial and unnecessary. This denial of the need of our need for grammar has proved harmful to the traditional foundations of
My development as a writer has flourished throughout this semester. The first week of this fall semester started out with writing responses from our readings in the textbook. Looking back through and analyzing my reading responses at the semester to now; I noticed a substantial improvement in not only my grammar skills, but also my summarizing, and in-depth studying of writing adeptness. Another way I have progressed this semester is the vocabulary of my writing has significantly improved and become more scholarly. Another advancement I noticed was that the content of my work has matured, along with my organizational adeptness.
The first essay given in this course was about our whole composing process. This essay was hard to write about and I remember having several grammar mistakes. Sitting down and writing my process on paper,
Children were taught to speak in a proper manner and because they were taught to speak correctly they wrote in a proper way as well. As technology evolved and texting came more profound grammar was becoming a lost art. In Dana Goldstein’s article ,‘Why Kids Can’t Write’, she talks about what teachers are doing about grammar. The teachers are not doing much about the grammar issue in schools.
...tive Learning.” in Cross-Talk in Comp Theory: A Reader. Ed. Victor Villanueva, Jr. Urbana, Illinois: National Council of Teachers of English, 1997. 439-456.
The public education system expects teachers to teach students how to write essays, even at a young age. Obviously,however, an elementary student cannot write with the same eloquence as a high school senior, so elementary school teachers introduce a variety of lazy methods so students can still write at a basic level. These methods range from three-pronged theses, hooks, clinchers, and the infamous hamburger structure. Although praised in grade school, the real world frowns heavily upon laziness in writing. In his satirical essay On Laziness, Christopher Morley employs advanced diction and short sentence structure to mimic the lazy writing style.
Cerjak ,The English Journal, Vol. 76, No. 5 (Sep., 1987), pp. 55-57 Published by: National Council of Teachers of English
Writing is an important part of everyone’s life, whether we use it in school, in the workplace, as a hobby or in personal communication. It is important to have this skill because it helps us as writers to express feelings and thoughts to other people in a reasonably permanent form. Formal writing forms like essays, research papers, and articles stimulates critically thinking. This helps the writer to learn how to interpret the world around him/her in a meaningful way. In college, professors motivate students to write in a formal, coherent manner, without losing their own voice in the process. Improving your writing skills is important, in every English class that’s the main teaching point; to help students improve their writing skills. Throughout my college experience I have acknowledge that
In this essay I intend to investigate how differently one of the closed word classes, determiners, are approached in a series of pre and post corpus-based English grammar reference books, course books and practice books. And the theme of my investigation is how corpus affects the development of English teaching materials. The grammar reference books I intend to analyze and compare are “A Comprehensive Grammar of the English Language” (ACGEL) and “Cambridge Grammar of English” (CGE). The former is an indispensable grammar reference book first published in 1985, which has been widely consulted in researches in relation to English linguistic studies, while the later offers clear explanations of both spoken and written English grammar based on authentic everyday usage.
This Expanded English Composition course has been a thrilling rollercoaster ride where I am filled with anticipation of when it will start, and excited when I conquered and survived it when the ride is over. This class has been exactly that. I felt as if this class would begin intense and calm down in the end or at least I would have a better understanding of English that I either forgot or did not understand. Through this course I know I have made continuous improvements in my writing English essays overall, and my grammar has improved drastically though I know that it still need more development. Last semester and especially this semester I have come to realize that I am not as horrible of a writer as I thought. Dr. Spear says that “[I] have a Cheerleader” style of writing which I have to agree with her about. This class opened my eyes to see how writing has so much to offer and everyone has their style of writing that can be incorporated to meet more than what is required. I feel I have achieved this so far so far and only took to improve more overtime.
Shea, Renee, Lawrence Scanlon, and Robin Scanlon. The Language of Composition: Reading, Writing, Rhetoric. 2nd ed. Boston: Bedford St. Martins, 2013. 525-529,546-551. Print.