Word Up

Word. I think I found the single word that is most important: standard. It seems that standard has a positive connotation throughout the nation; however, I would like to respectfully disagree. Teaching is not a standard job from the start. There are many different facets to the job in general, but getting into the nit and grit of the job, it is anything but standardized.

In the Teaching and Learning courses, it is pounded into your brain that there is no single student the same- NOT STANDARDIZED. Because of this, the classroom that is being created ultimately cannot be the same from year to year. Each student does not look, act, learn, or the same in almost any aspect. The importance of knowing this is that different learning, assessment, and management strategies are essential to the classroom. In relation to grammar, the reading said, “traditional techniques do not succeed in teaching standard English,” (255). First off, what is standard English. It seems as if the ‘standard’ is forever changing, so how does a teacher know what to teach. At times, ‘standard’ is not sufficient enough.

The reading also goes into explaining how statewide planning have required teachers to test in standardized English. I understand the point of testing in standard English because it is mainstream; however, what happens to the students that are not proficient enough to understand the questions.

I have never believed in standardizing students in general, but I have never thought about it in terms of grammar until now. Grammar is a tricky subject to begin with, and now it gets even a bit messier. Standards not cool. Word.

Don't Be Stupid about Punctuation Idiot!

I took up real issue with chapter 3. Normally I can agree to disagree with what I read, however, this is something totally different.

One of the issues I had was that Dora mostly had trouble with periods and commas. Yes, it is important to talk about such issues because people add commas to sentences that are not supposed to be there! But there are other problems, especially for middle and high school students that need to be addressed. The issues perhaps are not as pressing as commas or periods which lead to run-on sentences but, the use of semi-colons or dashes need to be addressed at a higher level of education before college. By the time a student leaves for college, they should know the basics of grammar and punctuation for that matter- not needing to be explained how to use a comma in a sentence. Okay, I need to step down from the soap box for a moment…

Under the heading of Characteristics of Today’s Punctuation, the different forms of writing styles were introduced that include: informal, formal, and narrative. It is interesting because once the style of writing is learned, rarely do rules matter. Some of the ‘best’ writing does not contain correct grammar or punctuation use. As the audience, whether we know it was intentional or not, perhaps we will never know but, does that matter- the use of correct grammar. Who is to say what correct grammar is?

But back to the beginning about Dora (see, fragment perhaps, but it works). Teaching a younger students about commas is and will be different than teaching a high school student about grammar. It is hard to say, but I hope that students will know or understand what a comma is by the time they reach high school. Perhaps I am hoping too much- my dreams might be crushed. I think that the overall lesson about punctuation is that it can and will change the context of a sentence, and students need to know that (period, dot).

Importance Order. Word.

Ho hum. We should not be complacent. Rules are meant to be broken. There are many elements holding us back. To break the rules, the rules first need to be understood- it is a must. But how? Students need to be taught the correct use first; Jeff Anderson and Jane Kiel have same ideas but different. Anderson was able to use some of Kiel’s ideas but take them a step further.
How can a student improve grammar?

The printed word is presented to us in a linear way. Importance order. Word. Both authors believe in the importance of grammar, students and even adults do not understand it. According to Kiel, “As a child’s language moves from single-word utterances to multi-word phrases, the child begins to implement rules to govern the formation of these phrases. As the child’s language develops, these rules become more sophisticated and the phrases become longer and more complicated,” (Weaver 12). Syntax is developed over a period of time and will never be complete- learning is a continuous process. When a student enters the classroom, each child is equipped with the tools to language, however, each child learns differently- the teacher needs to be accommodating to that. But can each teacher accommodate to each individual student? Is that asking too much of a teacher? The exposure to syntax, more specifically complex syntax will help push the student more to understand language.

Kiel states at the end that reading is an invaluable tool for grammar- I agree completely. The importance of reading goes hand in hand with practicing writing. Growing up with writing, we take for granted the printed word. Being able to pick up a book enables us to understand. Understand other people and things in the world. Granted. We take. Students do not realize the price of the written word. Anderson stakes us into a world that students can being to understand the importance of a book, words, and grammar. Anderson is on a path for having students constantly writing. An author’s word palette is a great tool for students to consider, picking out “cool” words or phrases will help students understand grammar, writing, and reading does not have to be dreaded.

Everything in grammar is important, especially for communication. Looking at a sentence, picking out the flaws but more importantly understanding it can help in the future. Both Kiel and Anderson shows us ways to help students. Ho hum. Rules are. Broken.

Running On

I have known my addiction for quite some time now; it has hurt me in the past- I want to stop it from hurting. It is quite simple, I run; it depends on my emotion and energy in relation to the distance. At times I can go for quite a while, but at times I can cut it down. Although I do run, I my sentences run as well, perhaps farther than they should. In my papers, I tend to pack all of my sentences with as much information as possible and just keep on running with an idea until I am out of 'steam' (ideas). Looking over my papers, I notice that I tend to do this more often when I have an idea that I want to explain, or if I am arguing a point. Using run on sentences can help drive a point by using specific words to drive the point, however, it can also hinder a paper by drowning out the reader- becoming too tired of trying to understand and wanting the writer to stop. Man, I am out of breath.

1.1 Fragments- A sentence must contain at least one subject and one verb, and it must form a complete thought. A fragment is missing a subject or verb, and/or it doesn't contain a complete thought (Anderson 64).

1.2 Run-on Sentences: A run-on sentence is created when two or more independent clauses are placed together without proper punctuation or connectors. Connectors may be transition words or coordinating and subordinating conjunctions (Anderson 68).

What does this mean?

Fragments are the opposite of run-on sentences which can help enhance my writing. With run-on sentences there tends to be extra words, awkward areas, furthermore, it will drown the reading. Creating fragments in my writing will help vary my sentence structure to help carry my writing and create variety. With fragments, when used properly it will give a stylistic rhythm to the paper and more importantly the emphasis that I am seeking. When fragments are intentionally used, the reader will know and understand the importance. With fragments, the writer chooses the words carefully which is why it makes it so rare and beautiful.
One example of my run-on sentences is in a piece that I wrote for Classroom Management class last semester. I might not have fully edited the piece, needless to say that I skip over run-on sentences and I need to stop.

“High school has a huge impact on creating an identity for an adolescent; the high school experience can be either a positive or negative impact on a young adult identity, it is important as a teacher to create an environment for the students that they are comfortable in, to search and try different identities, especially since not every young adult is sure of themselves during this time.”

Phew! Talk about losing the reader. If I was the audience I would have been completely confused and wonder what the writer was thinking- if they were thinking. There are too many ideas in a single sentence. The point would have been more effective if I cut that sentence down.

I need to do this. That was plain and simple, yet so true. I can do this. It might take me some getting used to, but once I set my mind to something, it will happen. I will continue to run when it is necessary, but I need to focus on the change.

If I think about in running terms, perhaps I can comprehend it better. Fragments are sprints. Run on sentences are marathons. Sprints make quick statements. Fast and furious.

Exposure is Key

The acting is okay, the story line is good but in the end (even if I did buy the movie) was bad. Freedom Writers gives a sound message about writing in general for high school students. While reading through the reading in Mechanically Inclined, I could not help but think back to Freedom Writers and the impact that writing had on the students.

For those of you who have yet to see the movie, Hilary Swank who plays the lead role as a teacher accepts a job in a diverse, low socioeconomic status area that has endless gangs and violence. In the particular school, the education is horrible and the teachers have given up on the students. At first the students do not want to do anything in class, furthermore, do not respect Swank as a teacher. To earn their respect she tries to tap into their interest, give the students the power to write in a journal about their lives. What did this do? The students started to write.

Part of the problem with students not writing is the lack of motivation, the other part of the battle is grammar. In Mechanically Inclined, he emphasizes freedomwriting, specifically how it empowers students without worrying about a grade- the students just write. Conducting a specific activity like this demonstrates to students that writing can be 'fun' without worrying about a grade or if it is 'good' or 'bad' writing. All of the activities that Jeff speaks about encompasses the ideal of empowering students.

I was looking at the Writer's Eye and for the most part, I agree with his thought for his students to continuously write for a certain amount of time. However, if I do incorporate journaling in my classroom, I want my students to write throughout the day or write about something that sparks them through that certain day. The problem with this is accountability, it depends on the class.

Okay, overall that was a bunch of random comments, I feel as if I should wrap it together to make a little bit of sense. I could have some fun and leave it ambiguous for you all to piece the puzzle together ;)

To improve writing and grammar, students must write (period, dot). Once they begin this, they will be exposed to different ways to write and play around with style.

Jen's solution to the problem: Students should write in a journal or blog because it is not as intimidating and the students can play around stylistically. Why do this? Students will be free to write (empowering students). Here, they will have to critique their own writing and break down grammar issues on their own and report back to me. Since their writing will be kept together, the progress will be monitored and the improvement will be shown.

I stand firm on this: students need to write to improve grammar!! Expose your students!!!

Break Down

Grammar and mechanics are a struggle for high school students around the nation, it is not going away either. The first question that pops into my mind is why is it such a struggle? We start writing when we are in elementary school, perhaps there is not an answer to that question. I have one guess to this and I believe that it is a vicious cycle that we as teachers are going to need to break. Students dislike reading which enhances the student’s ability with writing, but if the student struggles with reading or writing that student will struggle with the other, therefore, will not want to do both.

Although it is important to weave grammar into a daily routine in the classroom, I cannot help but wonder if that is reality. To grab the attention of the students when they come into the door the teacher can have an opening activity that the students will conduct within the first 5 minutes of class, but at times it might not be possible to go into a full-on discussion about grammar. How often should an English teacher prepare a lesson about grammar, furthermore, what is the reality of how many grammatical lessons can be built into the classroom?

Some of the concepts developed that were described in Mechanically Inclined are interesting to consider for a classroom. Out of all of the concepts, Mentor Texts: The Close- Up Lens of a Sentence grabbed my attention. Although students will complain about doing a task such as this, if a student can break down a sentence and understand, more importantly, explain what is wrong with the sentence and how to fix it, they are fully developing grammatical skills. If a daily discussion about grammar is not possible, the next best step could be a weekly. The students could find sentences or anything that is grammatically incorrect; bring it to class on chosen day of the week to discuss what is incorrect and how to fix it. Break it down.
Break it down. Explain. Fix.

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