The history of grammar has been a contentious one, with its place in the curriculum continuously debated and unresolved. It has been labelled a hindrance to writing development or a waste of time, with proponents and opponents citing evidence to support their views. However, as educators, we must recognize that the answer to questions about the importance of grammar is not a simple yes or no, but rather a nuanced "it depends". With this in mind, we must acknowledge the significance of grammar in both teaching and learning English. In the past two decades, researchers in Exeter have conducted numerous studies on grammar and grammar instruction, alongside global research on the subject. From these findings, I propose a rethinking of our understanding of grammar, as there has been a growing interest in its role in the curriculum.
Traditionally, grammar has been viewed prescriptively, with a focus on the rules and standards of "proper" language use. However, contemporary linguistics takes a descriptive approach, examining how language is used in various contexts. This is supported by an emphasis on descriptive grammar rather than correction of mistakes. Thus, teachers must shift their focus from prescriptive grammar to descriptive grammar in their instruction.
Written stories have a unique power to change someone's perspective and understanding. As educators, if we can teach our students how to craft compelling tales, we are truly achieving something special. But how do we inspire them to write such stories? The line between fact and fiction can be blurred in narrative writing. For instance, James Frey's bestselling memoir, A Million Little Pieces, was later discovered to contain significant fabrications. Similarly, in Curtis Sittenfeld's American Wife, the story references Laura Bush's early life but is entirely fictionalized. To avoid these ethical concerns, students should use the third person instead of the first person when sharing their stories. Alternatively, they could use a first-person narrative style, giving their fictional story the same effect as a personal narrative. It's important to remember that students are natural storytellers, and our first step should be to help them realize this.
To begin, have students visualize the common plot arc by providing an example and then let them share their own stories with the class. As they listen to their classmates' tales, they will continue to refine and recall the elements of a well-crafted story.
With the inclusion of reading and writing across subject areas in the Common Core standards, teachers are now responsible for developing their students' literacy skills in history, social studies, science, and technical subjects. In the past, this was primarily taught in English language arts classes. However, with the new requirements, all topics other than English must also be considered "technical subjects".
In the past, students were only taught to write by following the writing process. This meant they either completed their assignments at home or brought them to class to finish during class time, resulting in a disjointed process. In contrast, English language arts classrooms teach students to follow a five-step writing process to plan, draft, revise, edit, and publish their work. When it comes to teaching writing, inexperienced teachers may resort to the old method of simply having students complete the task and hand it in as a finished product. However, the final step of publishing is not simply declaring completion but also involves sharing the final product with someone else.
Teachers can provide a starting point for their students to work from, which can be immensely helpful in the final stages of revising their work. It is also beneficial to have students read their work aloud to each other. This is a quick, easy, and free way to identify errors in the text. By reading their work aloud before publishing it, students can catch any mistakes or areas that need improvement. Additionally, when teachers use a sample piece of writing to evaluate and discuss as a class, students can learn a lot and improve their writing skills.
One day, after watching my daughter's gymnastics performance, I had a sudden thought. It wasn't a specific word or phrase, but rather a concept - an emoji. This thought made me sit up straighter, and for the rest of the event, I couldn't stop thinking about how this experience could inspire my work with young writers. Many educators have advocated for a broader definition of writing in order to engage our students, the majority of whom struggle with or avoid traditional written forms. To redefine what it means to write in today's schools, we need to introduce alternative, analog modes of writing in our classrooms.
It's not a matter of either/or, but rather yes/and. We must allow students the space, time, and opportunities to write in a variety of modes, including visual, auditory, spatial, gestural, and multimodal (New London Group, 1996). This is important not only because it is engaging, but also because it helps bridge the gap between in-school and out-of-school literacies. It has the potential to increase access for all students, especially those who struggle with dyslexia and prefer to write using non-alphabetic modes. Teachers need to break free from the constraints of a composition ideology that prioritizes only one form of writing.
To achieve this, teachers can incorporate a range of fun and low-risk activities using both digital and non-digital tools. Experimenting with different modes of writing can also be greatly beneficial. Having mentors or examples, such as those highlighted on this Padlet, can encourage students to take creative risks in their writing. Through these activities, we can redefine writing and make it more accessible and inclusive for all students.
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