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ERIC Number: ED465965
Record Type: Non-Journal
Publication Date: 2002-Mar
Pages: 14
Abstractor: N/A
Reference Count: N/A
Grammar as Style: A Better Approach to the Concept of Error.
Edwards, David
Two areas of study in the composition field, grammar and style, have fallen below the critical and professional radar, left to the handbook writers, old-school theorists, and secondary educators. Though a few voices remain, their conspicuous absence in the scholarly journals and at professional conferences clearly suggests that the field has moved away from these matters. Yet students continue to worry about their "grammar," focus on sentence-level errors during workshops, and generally wish to have better skills in these areas. This paper suggests that not only should educators renew their interest in error, but perhaps they should find ways that students can speak to each other for mutual benefit. The paper notes that the origin of composition in this country began, in large part, due to anxiety about error--Harvard's Charles W. Eliot helped to institute the famous entrance examination in English, which put "correct spelling, punctuation, and expression, as well as legible handwriting" among those requirements to be mastered by Harvard applicants in 1872. According to the paper, now that composition has gained some measure of respect as a discipline, educators should reconsider how their expertise can help their students become less ashamed, more in control. The paper suggests these two possible strategies for getting students, then teachers, and ultimately scholars, more engaged with grammar and error: error analysis, and the concept of grammar as style. It recommends books by Mina Shaughnessy, Edward P. J. Corbett, Martha Kolln, and others as good examples to follow. (Contains 2 writing samples and 10 references.) (NKA)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A