My most popular posts have been the ones on grammar. This is not surprising, as grammar remains one of the most maddeningly frustrating problems of the writing classroom. We know from over 60 years of research that teaching grammar out of the context of student writing (aka, in stand-alone worksheets, diagramming, term memorization) doesn’t work and can at times make students worse at grammar.
At the same time, teaching it in the context of student writing is tricky because students tend to have wildly different understanding of grammar. In any given class, I will inevitably have some students who will use a term like subordinate conjunction without hesitation sitting right next to others don’t use periods or capitalization regularly.
And, just to make it even trickier, the stakes concerning grammar also tend to be really high. While much of writing is so subjective that it is difficult to assess on standardized tests, basic grammar is quite concrete, meaning that it is often disproportionately represented on the exams that our students (and often us) are often disproportionately judged by.Continue reading “The Key to Teaching Grammar? Make It About Opportunities, Not Errors”