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• W226313695 abstract "I don't think there's an issue that more divides us - divides those of us who care about the teaching of writing, and especially basic - than the question of what to do about sentence-level error, error grammar, mechanics, punctuation, usage. At one end of the divide are those of us so overwhelmed or defeated or frustrated by error that we feel the only remedy for the impossible tangle we encounter the of developmental students is to retreat from any effort to teach paragraphs or essays at all for the first five or six or eight weeks of the semester. At the other end are those so suspicious of sentence-level intervention the process that we fear any attention to error may lead a writer away from his real work, handicap him, and scramble his linguistic instincts. The journals of our teaching profession sometimes give the impression that we've solved the surface error puzzle. But my experience tells me our communities are crawling with teachers and administrators and parents and state legislators and school board members who are engaged sometimes rancorous debate over what to do about error. I want to explore this division our responses to error and try to account for it and, the process, describe what the mainstream responses our profession seem to be. In addition I want to examine what the best practices exist our effort to reduce error and encourage writing. The Illogic of Grammar One common response to error is to reach for the grammar book. The teaching of formal grammar as a means to remove error and improve a long and contentious history. The 1893 Report of the Committee of Ten on Secondary School Studies, one of the earliest of the major initiatives to codify secondary school education this country, recommends that grammar be a major part of the high school curriculum. But not because grammar instruction improves writing. The Committee concludes that the study of formal or systematic grammar is valuable as training thought, . . . but only an indirect bearing on the art of and speaking (p. 89). The report notes, too, that exercises the correction of bad English the hands of any but a highly intelligent teacher . . . may do more harm than good (p. 94). So how do students learn to write better? The Committee's very clear: Only by unremitting (p. 95). Richard Braddock's landmark 1963 study for the National Council of Teachers of English, Research Written Composition, concludes in strong and unqualified terms that the teaching of formal grammar has a negligible or, because it usually displaces some instruction and practice composition, even a harmful effect on improvement writing (pp. 37-38). In 1986, George Hillocks undertook to update Braddock's NCTE study. He focuses on the research from the intervening twenty years and adds a new-fangled meta-analysis to his treatment of the evidence, and comes to the same conclusion: None of the studies reviewed for the present report provides any support for teaching grammar as a means of improving composition skills. If schools insist upon teaching the identification of parts of speech, the parsing or diagramming of sentences, or other concepts of traditional grammar (as many still do), they cannot defend it as a means of improving the of writing, (p. 138) Later he adds, just to make sure there's no confusion: School boards, administrators, and teachers who impose the systematic study of traditional school grammar on their students over lengthy periods of time the name of teaching do them a gross disservice which should not be tolerated by anyone concerned with the effective teaching of writing, (p. 248) In 2004, the Institute of Education at the University of London published a review of over 4500 studies on the effect of formal grammar instruction on improvement the accuracy and quality of learners aged 5 to 16. …" @default.
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• W226313695 date "2012-04-01" @default.
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• W226313695 title "Responses to Error: Sentence-Level Error and the Teacher of Basic Writing" @default.
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