Scott,
A good conservative is hugely valuable. Conservation ought to be close
kin (though today's conservatives may just now be coming back to that.)
Your first sentence is mildly ambigious. It's not clear who's fishing.
"He could bring a boat in with the best of them. I admired him, fishing
from the pier."
"Admire" is not a perception verb, so it does act differently. We can't
say, for example "I admired him fish from a pier." But we can say "I
saw him fish from a pier." And i don't thihnk anyone would say "I saw
his fish from the pier" unless it was an actual fish and not an action.
I don't think it violates conservative principles to fine-tune our
observations about how the language works. In this caase, it's just an
observation that perception verbs carry with them a different kind of
grammar.
As lovers of language, we have much in common.
Craig
> I admired him, fishing from a pier. Who or what did I admire? "him."
> I admired his fishing from a pier. Who or what did I admire? "fishing."
>
> Scott Catledge
>
> I am pleased with my being labeled "conservative." I would not deny
> my being labeled archconservative. I have never forgotten that
> conservative
> and conservation are close kin. I wish to conserve clear and precise
> language. I do not see language as static: I cannot speak Anglo-Saxon nor
> do I need to unless I am teaching HEL. I had a director who was fond of
> constantly reiterating that all progress is change. Regardless of the
> physical or social context, I always reminded him out loud that all change
> is not progress. I often see a need for new words; I do not see the need
> for new pronunciations of words nor for new syntax.
> My ex-wife always said /fore-head/.
>
> I always responded:
> There was a little girl and she had a little curl
> Right in the middle of her /fore-head/
> When she was good, she was very, very good.
> When she was bad she was /hore-head/.
> My kids quickly caught on to my pronunciation /for-rid/.
>
> My grandchildren and my greatgrandchildren do not use my grammar and
> syntax.
> Why should they? Their teachers do not teach grammar--they know no
> grammar
> to teach. Moreover, it is politically incorrect to prefer one style over
> any other. If it can be spoken, it must be correct to that child's peer
> group--and that it the only important guideline for language.
>
> -----Original Message-----
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]] On Behalf Of ATEG automatic digest
> system
> Sent: Monday, December 15, 2008 12:00 AM
> To: [log in to unmask]
> Subject: ATEG Digest - 13 Dec 2008 to 14 Dec 2008 (#2008-265)
>
> There are 13 messages totalling 4404 lines in this issue.
>
> Topics of the day:
>
> 1. Clause or Phrase (5)
> 2. Conservatives!
> 3. Engaging in the grammar trenches (was: Conservatives!) (6)
> 4. scope and sequence: was clause or phrase
>
> To join or leave this LISTSERV list, please visit the list's web interface
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>
> ----------------------------------------------------------------------
>
> Date: Sat, 13 Dec 2008 23:34:50 -0800
> From: Scott Woods <[log in to unmask]>
> Subject: Re: Clause or Phrase
>
> --0-64264188-1229240090=:87409
> Content-Type: text/plain; charset=iso-8859-1
> Content-Transfer-Encoding: quoted-printable
>
> =A0
> Are these pairs basically synonymous to you and are they punctuated
> correct=
> ly?
> =A0
> The boy was very happy that his mother did not see him being such a pig.
> The boy was very happy that his mother did not see him eating so greedily.
>
> The boy was very happy that his mother did not see him, being such a pig.
> The boy was very happy that his mother did not see him, being such a
> duplic=
> itous boy.
>
> The boy was very happy that his mother did not see his being such a pig.
> The boy was very happy that his mother did not see his bad behavior.
> =A0
> Scott Woods
> =A0
>
>
>
>
>
> --- On Fri, 12/12/08, DD Farms <[log in to unmask]> wrote:
>
> From: DD Farms <[log in to unmask]>
> Subject: Re: Clause or Phrase
> To: [log in to unmask]
> Date: Friday, December 12, 2008, 11:30 PM
>
> At 10:44 PM 12/12/2008, John Curran wrote:
>> The boy was very happy that his mother did not see him being such a pig.
> . . .
>
> DD: The analysis went off into what sort of clause followed, "that."=20
> Arrgh. Shouldn't some attention have been placed on the use of
> "him" instead of "his?" If the emphasis is on whom the
> mother saw, then I will allow "him," but insist on a comma after. If
> the emphasis is on what the mother saw, I suggest it was the action
> followi=
> ng a
> possessive, "his." It is awkward in the first case, as that comma
> might be interpreted to his mother's being the pig. Still, I think that if
> you allow less than high standard English to prevail, the possessive and
> th=
> e
> gerund connection is ignored.
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
> =0A=0A=0A
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
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> and select "Join or leave the list"
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> --0-64264188-1229240090=:87409
> Content-Type: text/html; charset=us-ascii
>
> <table cellspacing="0" cellpadding="0" border="0" ><tr><td valign="top"
> style="font: inherit;"><DIV> </DIV>
> <DIV>Are these pairs basically synonymous to you and are they punctuated
> correctly?</DIV>
> <DIV> </DIV>
> <DIV>The boy was very happy that his mother did not see him being such a
> pig.</DIV>
> <DIV>The boy was very happy that his mother did not see him eating so
> greedily.<BR></DIV>
> <DIV>The boy was very happy that his mother did not see him, being such a
> pig.</DIV>
> <DIV>The boy was very happy that his mother did not see him, being such a
> duplicitous boy.<BR></DIV>
> <DIV>The boy was very happy that his mother did not see his being such a
> pig.</DIV>
> <DIV>The boy was very happy that his mother did not see his bad
> behavior.</DIV>
> <DIV> </DIV>
> <DIV>Scott Woods</DIV>
> <DIV> </DIV>
> <DIV><BR><BR><BR><BR><BR>--- On <B>Fri, 12/12/08, DD Farms
> <I><[log in to unmask]></I></B> wrote:<BR></DIV>
> <BLOCKQUOTE style="PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT:
> rgb(16,16,255) 2px solid">From: DD Farms
> <[log in to unmask]><BR>Subject: Re: Clause or Phrase<BR>To:
> [log in to unmask]<BR>Date: Friday, December 12, 2008, 11:30
> PM<BR><BR><PRE>At 10:44 PM 12/12/2008, John Curran wrote:
> > The boy was very happy that his mother did not see him being such a
> pig.
> . . .
>
> DD: The analysis went off into what sort of clause followed, "that."
> Arrgh. Shouldn't some attention have been placed on the use of
> "him" instead of "his?" If the emphasis is on whom the
> mother saw, then I will allow "him," but insist on a comma after. If
> the emphasis is on what the mother saw, I suggest it was the action
> following a
> possessive, "his." It is awkward in the first case, as that comma
> might be interpreted to his mother's being the pig. Still, I think that if
> you allow less than high standard English to prevail, the possessive and
> the
> gerund connection is ignored.
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
> </PRE></BLOCKQUOTE></td></tr></table><br>
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
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> and select "Join or leave the list"
> <p>
> Visit ATEG's web site at http://ateg.org/
>
> --0-64264188-1229240090=:87409--
>
> ------------------------------
>
> Date: Sun, 14 Dec 2008 09:20:24 -0500
> From: Craig Hancock <[log in to unmask]>
> Subject: Re: Conservatives!
>
> Bob,
> I agree with some conservatives much more than I agree with others. I
> don't like the views of grammar typical of "progressive" educators.
> This sort of response doesn't help. I don't think "conservative" is a
> bad name.
> ATEG is a conservative organization. Most of the conversation on list is
> about whether something is "correct" or about how to classify something,
> usually using structural or traditional grammar as the lens. If you are
> interested in alternative approaches, as I am, you can feel somewhat
> lonely. It's not just that people disagree with those views, but that
> there's not the sort of robust discussion about them that there should
> be on a grammar list. As groups go, it's a conservative group.
> If that's the case, it would make sense that many people would wonder
> why we need a scope and sequence. Don't they already exist? Isn't it a
> matter of just getting endorsement for the gramamr that's already out
> there?
> I don't agree with that position, but I can respect it. I can also try
> to understand the nature of the difficulties involved in moving forward
> with a scope and sequence throught ATEG.
> 1) NCTE is oppossed to it, and we are an NCTE subgroup.
> 2) Most people on ATEG adhere to perspectives on gramamr that are
> already somewhat established (even if their teaching is not.) Frankly, I
> think we would be much better off if we went back to the teaching of
> grammar I was given growing up, but we don't necessarily have to do
> that. A great deal has happened since the 1950's, much of it so much
> more friendly to applications in reading and writing.
>
> Craig>
>
> What an interesting way of characterizing views of grammar that disagree
>> with your own!
>>
>> Craig writes:
>>
>> My own tendency has been to lobby for new ways of looking at grammar,
>> but
>> ATEG has long been an organization made
>> up of people with fairly conservative (not regressive, not by a long
>> shot) views. This was hard on me because I felt I had a lot invested in
>> the project, but would be asked to shut out from the conversation the
>> new possibilities in grammar that excite me the most.
>>
>> ****
>> Of course, there is no hostility in characterizing others views with the
>> term "fairly conservative."
>>
>> Craig, I appreciate such an honest appraisal of others views of the
>> nature
>> of language.
>>
>> Bob Yates, University of Central Missouri
>>
>> To join or leave this LISTSERV list, please visit the list's web
>> interface
>> at:
>> http://listserv.muohio.edu/archives/ateg.html
>> and select "Join or leave the list"
>>
>> Visit ATEG's web site at http://ateg.org/
>>
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
> ------------------------------
>
> Date: Sun, 14 Dec 2008 09:38:40 -0500
> From: Craig Hancock <[log in to unmask]>
> Subject: Re: Clause or Phrase
>
> Herb,
> Nice analysis. Not sure why I missed it, especially since John asked
> for a functional analysis, and this is something very clearly presented
> in Halliday.
> I like to use these kinds of pairings to show the distinction:
> "I saw his slow landing on the river."
> "I saw him landing/land slowly on the river."
>
> "I watched his painful demise from cancer."
> "I watched him dying/die painfully from cancer."
>
> If,in fact, these participle structures (or infinitive
> structures)often bear subjects (as seems true in the second sentence
> of each pair), that's another argument for calling them clauses. The
> only thing missing is the finite.
>
> What we perceive is often a happening or process, so it makes sense
> that we can construe it in that way.
>
> As you say, finding and discovering verbs work a little differently.
>
> Craig>
>
>
> Why not a third analysis? "being" as a participle, as in "I found him
>> fishing in the White River." ""See" allows all three constructions.
>> "Find" does not. Other perception verbs allow the participial
>> construction as well:
>>
>> I felt the breeze blowing on my back.
>> I smelled the paper burning.
>> I heard the sirens blaring as the fire trucks went by.
>>
>> Herb
>>
>> -----Original Message-----
>> From: Assembly for the Teaching of English Grammar
>> [mailto:[log in to unmask]] On Behalf Of DD Farms
>> Sent: 2008-12-13 01:31
>> To: [log in to unmask]
>> Subject: Re: Clause or Phrase
>>
>> At 10:44 PM 12/12/2008, John Curran wrote:
>>>The boy was very happy that his mother did not see him being such a pig.
>> . . .
>>
>> DD: The analysis went off into what sort of clause followed,
>> "that." Arrgh. Shouldn't some attention have been placed on the use
>> of "him" instead of "his?" If the emphasis is on whom the mother saw,
>> then I will allow "him," but insist on a comma after. If the emphasis
>> is on what the mother saw, I suggest it was the action following a
>> possessive, "his." It is awkward in the first case, as that comma
>> might be interpreted to his mother's being the pig. Still, I think
>> that if you allow less than high standard English to prevail, the
>> possessive and the gerund connection is ignored.
>>
>> To join or leave this LISTSERV list, please visit the list's web
>> interface
>> at:
>> http://listserv.muohio.edu/archives/ateg.html
>> and select "Join or leave the list"
>>
>> Visit ATEG's web site at http://ateg.org/
>>
>> To join or leave this LISTSERV list, please visit the list's web
>> interface
>> at:
>> http://listserv.muohio.edu/archives/ateg.html
>> and select "Join or leave the list"
>>
>> Visit ATEG's web site at http://ateg.org/
>>
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
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> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
> ------------------------------
>
> Date: Sun, 14 Dec 2008 08:28:03 -0800
> From: "Paul E. Doniger" <[log in to unmask]>
> Subject: Re: Engaging in the grammar trenches (was: Conservatives!)
>
> --0-35116534-1229272083=:41507
> Content-Type: text/plain; charset=iso-8859-1
> Content-Transfer-Encoding: quoted-printable
>
> This reminds me of the rather curious observations I have had over the
> past=
> ten years or so: Most of my high school English teaching peers=A0have
> comm=
> ented on the lack of grammar teaching that their students have experienced
> =
> (or seem to have lacked the experience of). Yet few of them have the time
> o=
> r the interest=A0to=A0get involved in the conversation (indeed, may don't
> s=
> eem to know that the conversation even exists). I know that I have too
> many=
> other pulls on my time and interests to devote as much to these issues as
> =
> I would like -- and I've been more involved than most of my peers (my long
> =
> silences are due not to a lack of interest, but to a lack of time). And
> wit=
> h the work load for teachers increasing as it seems to be doing, it
> doesn't=
> look like this will change at any time soon.=0A=A0=0AAlso, I think most
> uf=
> us at the secondary level seem to believe (and perhaps rightly) that the
> i=
> ssues of grammar (which they see as one of error correction mostly) should
> =
> have been dealt with in elementary and middle school. I believe that
> unless=
> elementary and middle school teachers are recruited more dynamically into
> =
> this conversation, change can't happen.=0A=A0=0AWhat are your thoughts &
> ex=
> periences? =0A=A0=0APaul D.=0A=0A=A0"If this were play'd upon a stage now,
> =
> I could condemn it as an improbable fiction" (_Twelfth Night_
> 3.4.127-128).=
> =0A=0A=0A=0A=0A________________________________=0AFrom: Craig Hancock
> <han=
> [log in to unmask]>=0ATo: [log in to unmask]: Sunday, December
> 14=
> , 2008 9:20:24 AM=0ASubject: Re: Conservatives!=0A=0ABob,=0A=A0 I agree
> wit=
> h some conservatives much more than I agree with others. I=0Adon't like
> the=
> views of grammar typical of "progressive" educators.=0AThis sort of
> respon=
> se doesn't help. I don't think "conservative" is a=0Abad name.=0A=A0 ATEG
> i=
> s a conservative organization. Most of the conversation on list is=0Aabout
> =
> whether something is "correct" or about how to classify
> something,=0Ausuall=
> y using structural or traditional grammar as the lens. If you
> are=0Ainteres=
> ted in alternative approaches, as I am, you can feel somewhat=0Alonely.
> It'=
> s not just that people disagree with those views, but that=0Athere's not
> th=
> e sort of robust discussion about them that there should=0Abe on a grammar
> =
> list. As groups go, it's a conservative group.=0A=A0 If that's the case,
> it=
> would make sense that many people would wonder=0Awhy we need a scope and
> s=
> equence. Don't they already exist? Isn't it a=0Amatter of just getting
> endo=
> rsement for the gramamr that's already out=0Athere?=0A=A0 I don't agree
> wit=
> h that position, but I can respect it. I can also try=0Ato understand the
> n=
> ature of the difficulties involved in moving forward=0Awith a scope and
> seq=
> uence throught ATEG.=0A=A0 1) NCTE is oppossed to it, and we are an NCTE
> su=
> bgroup.=0A=A0 2) Most people on ATEG adhere to perspectives on gramamr
> that=
> are=0Aalready somewhat established (even if their teaching is not.)
> Frankl=
> y, I=0Athink we would be much better off if we went back to the teaching
> of=
> =0Agrammar I was given growing up, but we don't necessarily have to
> do=0Ath=
> at. A great deal has happened since the 1950's, much of it so much=0Amore
> f=
> riendly to applications in reading and writing.=0A=0ACraig>=0A=0AWhat
> an=A0=
> interesting way of characterizing views of grammar that disagree=0A> with
> =
> your own!=0A>=0A> Craig writes:=0A>=0A> My own tendency has been to lobby
> f=
> or new=A0 ways of looking at grammar, but=0A> ATEG has long been an
> organiz=
> ation made=0A> up of people with fairly conservative (not regressive, not
> b=
> y a long=0A> shot) views.=A0 This was hard on me because I felt I had a
> lot=
> invested in=0A> the project, but would be asked to shut out from the
> conve=
> rsation the=0A> new possibilities in grammar that excite me the most.=0A>=
> =0A> ****=0A> Of course, there is no hostility in characterizing others
> vie=
> ws with the=0A> term "fairly conservative."=0A>=0A> Craig, I appreciate
> suc=
> h an honest appraisal of others views of the nature=0A> of
> language.=0A>=0A=
>> Bob Yates, University of Central Missouri=0A>=0A> To join or leave this
>> L=
> ISTSERV list, please visit the list's web interface=0A> at:=0A>=A0 =A0 =A0
> =
> http://listserv.muohio.edu/archives/ateg.html=0A> and select "Join or
> leave=
> the list"=0A>=0A> Visit ATEG's web site at http://ateg.org/=0A>=0A=0ATo
> jo=
> in or leave this LISTSERV list, please visit the list's web interface at:=
> =0A=A0 =A0 http://listserv.muohio.edu/archives/ateg.html=0Aand select
> "Join=
> or leave the list"=0A=0AVisit ATEG's web site at http://ateg.org/=0A
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
> --0-35116534-1229272083=:41507
> Content-Type: text/html; charset=us-ascii
>
> <html><head><style type="text/css"><!-- DIV {margin:0px;}
> --></style></head><body><div style="font-family:bookman old style, new
> york,
> times, serif;font-size:12pt"><DIV></DIV>
> <DIV><FONT face=Verdana>This reminds me of the rather curious observations
> I
> have had over the past ten years or so: Most of my high school English
> teaching peers have commented on the lack of grammar teaching that
> their students have experienced (or seem to have lacked the experience
> of).
> Yet few of them have the time or the interest to get involved in
> the conversation (indeed, may don't seem to know that the conversation
> even
> exists). I know that I have too many other pulls on my time and interests
> to
> devote as much to these issues as I would like -- and I've been more
> involved than most of my peers (my long silences are due not to a lack of
> interest, but to a lack of time). And with the work load for teachers
> increasing as it seems to be doing, it doesn't look like this will change
> at
> any time soon.</FONT></DIV>
> <P><FONT face=Verdana></FONT> </P>
> <P><FONT face=Verdana>Also, I think most uf us at the secondary level seem
> to believe (and perhaps rightly) that the issues of grammar (which they
> see
> as one of error correction mostly) should have been dealt with in
> elementary
> and middle school. I believe that unless elementary and middle school
> teachers are recruited more dynamically into this conversation, change
> can't
> happen.</FONT></P>
> <P><FONT face=Verdana></FONT> </P>
> <P><FONT face=Verdana>What are your thoughts & experiences?
> </FONT></P>
> <P><FONT face=Verdana></FONT> </P>
> <P><FONT face=Verdana>Paul D.</FONT></P>
> <DIV><BR> </DIV><FONT size=2>"If this were play'd upon a stage now, I
> could condemn it as an improbable fiction" (_Twelfth Night_
> 3.4.127-128).</FONT>
> <DIV><BR></DIV>
> <DIV style="FONT-SIZE: 12pt; FONT-FAMILY: bookman old style, new york,
> times, serif"><BR>
> <DIV style="FONT-SIZE: 12pt; FONT-FAMILY: bookman old style, new york,
> times, serif"><FONT face=Tahoma size=2>
> <HR SIZE=1>
> <B><SPAN style="FONT-WEIGHT: bold">From:</SPAN></B> Craig Hancock
> <[log in to unmask]><BR><B><SPAN style="FONT-WEIGHT:
> bold">To:</SPAN></B> [log in to unmask]<BR><B><SPAN
> style="FONT-WEIGHT: bold">Sent:</SPAN></B> Sunday, December 14, 2008
> 9:20:24
> AM<BR><B><SPAN style="FONT-WEIGHT: bold">Subject:</SPAN></B> Re:
> Conservatives!<BR></FONT><BR>Bob,<BR> I agree with some
> conservatives
> much more than I agree with others. I<BR>don't like the views of grammar
> typical of "progressive" educators.<BR>This sort of response doesn't help.
> I
> don't think "conservative" is a<BR>bad name.<BR> ATEG is a
> conservative organization. Most of the conversation on list is<BR>about
> whether something is "correct" or about how to classify
> something,<BR>usually using structural or traditional grammar as the lens.
> If you are<BR>interested in alternative approaches, as I am, you can feel
> somewhat<BR>lonely. It's not just that people disagree with those views,
> but that<BR>there's not the sort of robust discussion about them that
> there
> should<BR>be on a grammar list. As groups go, it's a conservative
> group.<BR> If that's the case, it would make sense that many people
> would wonder<BR>why we need a scope and sequence. Don't they already
> exist?
> Isn't it a<BR>matter of just getting endorsement for the gramamr that's
> already out<BR>there?<BR> I don't agree with that position, but I
> can
> respect it. I can also try<BR>to understand the nature of the difficulties
> involved in moving forward<BR>with a scope and sequence throught
> ATEG.<BR> 1) NCTE is oppossed to it, and we are an NCTE
> subgroup.<BR> 2) Most people on ATEG adhere to perspectives on
> gramamr
> that are<BR>already somewhat established (even if their teaching is not.)
> Frankly, I<BR>think we would be much better off if we went back to the
> teaching of<BR>grammar I was given growing up, but we don't necessarily
> have
> to do<BR>that. A great
> deal has happened since the 1950's, much of it so much<BR>more friendly
> to
> applications in reading and writing.<BR><BR>Craig><BR><BR>What an
> interesting way of characterizing views of grammar that disagree<BR>>
> with your own!<BR>><BR>> Craig writes:<BR>><BR>> My own
> tendency
> has been to lobby for new ways of looking at grammar, but<BR>>
> ATEG
> has long been an organization made<BR>> up of people with fairly
> conservative (not regressive, not by a long<BR>> shot) views.
> This
> was hard on me because I felt I had a lot invested in<BR>> the project,
> but would be asked to shut out from the conversation the<BR>> new
> possibilities in grammar that excite me the most.<BR>><BR>>
> ****<BR>> Of course, there is no hostility in characterizing others
> views
> with the<BR>> term "fairly conservative."<BR>><BR>> Craig, I
> appreciate such an honest appraisal of others views of the nature<BR>>
> of
> language.<BR>><BR>> Bob Yates, University of Central
> Missouri<BR>><BR>> To join or leave this LISTSERV list, please visit
> the list's web interface<BR>> at:<BR>> <A
> href="http://listserv.muohio.edu/archives/ateg.html"
> target=_blank>http://listserv.muohio.edu/archives/ateg.html</A><BR>>
> and
> select "Join or leave the list"<BR>><BR>> Visit ATEG's web site at
> <A
> href="http://ateg.org/"
> target=_blank>http://ateg.org/</A><BR>><BR><BR>To
> join or leave this LISTSERV list, please visit the list's web interface
> at:<BR> <A
> href="http://listserv.muohio.edu/archives/ateg.html"
> target=_blank>http://listserv.muohio.edu/archives/ateg.html</A><BR>and
> select "Join or leave the list"<BR><BR>Visit ATEG's web site at <A
> href="http://ateg.org/"
> target=_blank>http://ateg.org/</A><BR></DIV></DIV></div></body></html>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
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> and select "Join or leave the list"
> <p>
> Visit ATEG's web site at http://ateg.org/
> --0-35116534-1229272083=:41507--
>
> ------------------------------
>
> Date: Sun, 14 Dec 2008 11:58:43 -0600
> From: Geoffrey Layton <[log in to unmask]>
> Subject: Re: Engaging in the grammar trenches (was: Conservatives!)
>
> --_3d1fca90-e321-48db-abbf-ad5a8b09df43_
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> Content-Transfer-Encoding: quoted-printable
>
>
> From the situation you describe I think has arisen the "grammar in
> context"=
> crowd=2C which as Martha has pointed out is dedicated to teaching the
> same=
> old grammar rules=2C but with a new and more "politically correct" name -
> =
> i.e.=2C one that seems to respond to the NCTE injunction against grammar
> in=
> struction. The problem as I see it is not so much that students don't
> know=
> their adverbials from their adjectivals=2C but that they don't know how
> to=
> use the basic structure/grammar of the language to create the meaning
> that=
> they for the most part are capable of. I think this goes back to the
> prev=
> ious discussion where Bob brought up the structural deficiencies of basic
> w=
> riters and how we as writing teachers have such great difficulties dealing
> =
> with these problems.Geoff Layton
>
> Date: Sun=2C 14 Dec 2008 08:28:03 -0800From: [log in to unmask]: Re:
> =
> Engaging in the grammar trenches (was: Conservatives!)To:
> [log in to unmask]
> HIO.EDU
>
>
>
>
> This reminds me of the rather curious observations I have had over the
> past=
> ten years or so: Most of my high school English teaching peers have
> commen=
> ted on the lack of grammar teaching that their students have experienced
> (o=
> r seem to have lacked the experience of). Yet few of them have the time or
> =
> the interest to get involved in the conversation (indeed=2C may don't seem
> =
> to know that the conversation even exists). I know that I have too many
> oth=
> er pulls on my time and interests to devote as much to these issues as I
> wo=
> uld like -- and I've been more involved than most of my peers (my long
> sile=
> nces are due not to a lack of interest=2C but to a lack of time). And with
> =
> the work load for teachers increasing as it seems to be doing=2C it
> doesn't=
> look like this will change at any time soon.
> =20
> Also=2C I think most uf us at the secondary level seem to believe (and
> perh=
> aps rightly) that the issues of grammar (which they see as one of error
> cor=
> rection mostly) should have been dealt with in elementary and middle
> school=
> . I believe that unless elementary and middle school teachers are
> recruited=
> more dynamically into this conversation=2C change can't happen.
> =20
> What are your thoughts & experiences?=20
> =20
> Paul D.
> "If this were play'd upon a stage now=2C I could condemn it as an
> improbab=
> le fiction" (_Twelfth Night_ 3.4.127-128).=20
>
>
>
>
> From: Craig Hancock <[log in to unmask]>To: [log in to unmask]:
> S=
> unday=2C December 14=2C 2008 9:20:24 AMSubject: Re: Conservatives!Bob=2C
> I=
> agree with some conservatives much more than I agree with others. Idon't
> l=
> ike the views of grammar typical of "progressive" educators.This sort of
> re=
> sponse doesn't help. I don't think "conservative" is abad name. ATEG is a
> =
> conservative organization. Most of the conversation on list isabout
> whether=
> something is "correct" or about how to classify something=2Cusually using
> =
> structural or traditional grammar as the lens. If you areinterested in
> alte=
> rnative approaches=2C as I am=2C you can feel somewhatlonely. It's not
> just=
> that people disagree with those views=2C but thatthere's not the sort of
> r=
> obust discussion about them that there shouldbe on a grammar list. As
> group=
> s go=2C it's a conservative group. If that's the case=2C it would make
> sen=
> se that many people would wonderwhy we need a scope and sequence. Don't
> the=
> y already exist? Isn't it amatter of just getting endorsement for the
> grama=
> mr that's already outthere? I don't agree with that position=2C but I can
> =
> respect it. I can also tryto understand the nature of the difficulties
> invo=
> lved in moving forwardwith a scope and sequence throught ATEG. 1) NCTE is
> =
> oppossed to it=2C and we are an NCTE subgroup. 2) Most people on ATEG
> adhe=
> re to perspectives on gramamr that arealready somewhat established (even
> if=
> their teaching is not.) Frankly=2C Ithink we would be much better off if
> w=
> e went back to the teaching ofgrammar I was given growing up=2C but we
> don'=
> t necessarily have to dothat. A great deal has happened since the
> 1950's=2C=
> much of it so muchmore friendly to applications in reading and
> writing.Cra=
> ig>What an interesting way of characterizing views of grammar that
> disagre=
> e> with your own!>> Craig writes:>> My own tendency has been to lobby for
> n=
> ew ways of looking at grammar=2C but> ATEG has long been an organization
> m=
> ade> up of people with fairly conservative (not regressive=2C not by a
> long=
>> shot) views. This was hard on me because I felt I had a lot invested
>> in>=
> the project=2C but would be asked to shut out from the conversation the>
> n=
> ew possibilities in grammar that excite me the most.>> ****> Of course=2C
> t=
> here is no hostility in characterizing others views with the> term "fairly
> =
> conservative.">> Craig=2C I appreciate such an honest appraisal of others
> v=
> iews of the nature> of language.>> Bob Yates=2C University of Central
> Misso=
> uri>> To join or leave this LISTSERV list=2C please visit the list's web
> in=
> terface> at:> http://listserv.muohio.edu/archives/ateg.html> and
> selec=
> t "Join or leave the list">> Visit ATEG's web site at http://ateg.org/>To
> j=
> oin or leave this LISTSERV list=2C please visit the list's web interface
> at=
> : http://listserv.muohio.edu/archives/ateg.htmland select "Join or
> leave=
> the list"Visit ATEG's web site at http://ateg.org/To join or leave this
> LI=
> STSERV list=2C please visit the list's web interface at:
> http://listserv.mu=
> ohio.edu/archives/ateg.html and select "Join or leave the list"=20
> Visit ATEG's web site at http://ateg.org/
> _________________________________________________________________
> Send e-mail faster without improving your typing skills.
> http://windowslive.com/Explore/hotmail?ocid=3DTXT_TAGLM_WL_hotmail_acq_spee=
> d_122008=
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
> --_3d1fca90-e321-48db-abbf-ad5a8b09df43_
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> Content-Transfer-Encoding: quoted-printable
>
> <html>
> <head>
> <style>
> .hmmessage P
> {
> margin:0px=3B
> padding:0px
> }
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> {
> font-size: 10pt=3B
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> }
> </style>
> </head>
> <body class=3D'hmmessage'>
> From the situation you describe I think has arisen the "grammar in
> context"=
> crowd=2C which as Martha has pointed out is dedicated to teaching the
> same=
> old grammar rules=2C but with a new and more "politically correct" name -
> =
> i.e.=2C one that seems to respond to the NCTE injunction against grammar
> in=
> struction. =3B The problem as I see it is not so much that students
> don=
> 't know their adverbials from their adjectivals=2C but that they don't
> know=
> how to use the basic structure/grammar of the language to create the
> meani=
> ng that they for the most part are capable of. =3B I think this goes
> ba=
> ck to the previous discussion where Bob brought up the structural
> deficienc=
> ies of basic writers and how we as writing teachers have such great
> difficu=
> lties dealing with these problems.<BR><BR>Geoff Layton<BR><BR><BR><BR>
> <HR id=3DstopSpelling>
> Date: Sun=2C 14 Dec 2008 08:28:03 -0800<BR>From:
> [log in to unmask]<BR>Subje=
> ct: Re: Engaging in the grammar trenches (was: Conservatives!)<BR>To:
> ATEG@=
> LISTSERV.MUOHIO.EDU<BR><BR>
> <STYLE>
> .ExternalClass DIV
> {=3B}
> </STYLE>
>
> <DIV style=3D"FONT-SIZE: 12pt=3B FONT-FAMILY: bookman old style=2C new
> york=
> =2C times=2C serif">
> <DIV></DIV>
> <DIV><FONT face=3DVerdana>This reminds me of the rather curious
> observation=
> s I have had over the past ten years or so: Most of my high school English
> =
> teaching peers =3Bhave commented on the lack of grammar teaching that
> t=
> heir students have experienced (or seem to have lacked the experience of).
> =
> Yet few of them have the time or the interest =3Bto =3Bget
> involved=
> in the conversation (indeed=2C may don't seem to know that the
> conversatio=
> n even exists). I know that I have too many other pulls on my time and
> inte=
> rests to devote as much to these issues as I would like -- and I've been
> mo=
> re involved than most of my peers (my long silences are due not to a lack
> o=
> f interest=2C but to a lack of time). And with the work load for teachers
> i=
> ncreasing as it seems to be doing=2C it doesn't look like this will change
> =
> at any time soon.</FONT></DIV>
> <FONT face=3DVerdana></FONT> =3B<BR>
> <FONT face=3DVerdana>Also=2C I think most uf us at the secondary level
> seem=
> to believe (and perhaps rightly) that the issues of grammar (which they
> se=
> e as one of error correction mostly) should have been dealt with in
> element=
> ary and middle school. I believe that unless elementary and middle school
> t=
> eachers are recruited more dynamically into this conversation=2C change
> can=
> 't happen.</FONT><BR>
> <FONT face=3DVerdana></FONT> =3B<BR>
> <FONT face=3DVerdana>What are your thoughts &=3B experiences?
> </FONT><BR=
>>
> <FONT face=3DVerdana></FONT> =3B<BR>
> <FONT face=3DVerdana>Paul D.</FONT><BR>
> <DIV><BR> =3B</DIV><FONT size=3D2>"If this were play'd upon a stage
> now=
> =2C I could condemn it as an improbable fiction" (_Twelfth Night_
> 3.4.127-1=
> 28).</FONT>=20
> <DIV><BR></DIV>
> <DIV style=3D"FONT-SIZE: 12pt=3B FONT-FAMILY: bookman old style=2C new
> york=
> =2C times=2C serif"><BR>
> <DIV style=3D"FONT-SIZE: 12pt=3B FONT-FAMILY: bookman old style=2C new
> york=
> =2C times=2C serif"><FONT face=3DTahoma size=3D2>
> <HR SIZE=3D1>
> <B><SPAN style=3D"FONT-WEIGHT: bold">From:</SPAN></B> Craig Hancock
> <=3Bh=
> [log in to unmask]>=3B<BR><B><SPAN style=3D"FONT-WEIGHT:
> bold">To:</SPAN><=
> /B> [log in to unmask]<BR><B><SPAN style=3D"FONT-WEIGHT:
> bold">Sent:<=
> /SPAN></B> Sunday=2C December 14=2C 2008 9:20:24 AM<BR><B><SPAN
> style=3D"FO=
> NT-WEIGHT: bold">Subject:</SPAN></B> Re: Conservatives!<BR></FONT><BR>Bob=
> =2C<BR> =3B I agree with some conservatives much more than I agree
> with=
> others. I<BR>don't like the views of grammar typical of "progressive"
> educ=
> ators.<BR>This sort of response doesn't help. I don't think "conservative"
> =
> is a<BR>bad name.<BR> =3B ATEG is a conservative organization. Most of
> =
> the conversation on list is<BR>about whether something is "correct" or
> abou=
> t how to classify something=2C<BR>usually using structural or traditional
> g=
> rammar as the lens. If you are<BR>interested in alternative approaches=2C
> a=
> s I am=2C you can feel somewhat<BR>lonely. It's not just that people
> disagr=
> ee with those views=2C but that<BR>there's not the sort of robust
> discussio=
> n about them that there should<BR>be on a grammar list. As groups go=2C
> it'=
> s a conservative group.<BR> =3B If that's the case=2C it would make
> sen=
> se that many people would wonder<BR>why we need a scope and sequence.
> Don't=
> they already exist? Isn't it a<BR>matter of just getting endorsement for
> t=
> he gramamr that's already out<BR>there?<BR> =3B I don't agree with
> that=
> position=2C but I can respect it. I can also try<BR>to understand the
> natu=
> re of the difficulties involved in moving forward<BR>with a scope and
> seque=
> nce throught ATEG.<BR> =3B 1) NCTE is oppossed to it=2C and we are an
> N=
> CTE subgroup.<BR> =3B 2) Most people on ATEG adhere to perspectives on
> =
> gramamr that are<BR>already somewhat established (even if their teaching
> is=
> not.) Frankly=2C I<BR>think we would be much better off if we went back
> to=
> the teaching of<BR>grammar I was given growing up=2C but we don't
> necessar=
> ily have to do<BR>that. A great deal has happened since the 1950's=2C much
> =
> of it so much<BR>more friendly to applications in reading and
> writing.<BR><=
> BR>Craig>=3B<BR><BR>What an =3B interesting way of characterizing
> vie=
> ws of grammar that disagree<BR>>=3B with your own!<BR>>=3B<BR>>=3B
> Cr=
> aig writes:<BR>>=3B<BR>>=3B My own tendency has been to lobby for
> new&n=
> bsp=3B ways of looking at grammar=2C but<BR>>=3B ATEG has long been an
> or=
> ganization made<BR>>=3B up of people with fairly conservative (not
> regres=
> sive=2C not by a long<BR>>=3B shot) views. =3B This was hard on me
> be=
> cause I felt I had a lot invested in<BR>>=3B the project=2C but would be
> =
> asked to shut out from the conversation the<BR>>=3B new possibilities in
> =
> grammar that excite me the most.<BR>>=3B<BR>>=3B ****<BR>>=3B Of
> cour=
> se=2C there is no hostility in characterizing others views with
> the<BR>>=
> =3B term "fairly conservative."<BR>>=3B<BR>>=3B Craig=2C I appreciate
> s=
> uch an honest appraisal of others views of the nature<BR>>=3B of
> language=
> .<BR>>=3B<BR>>=3B Bob Yates=2C University of Central
> Missouri<BR>>=3B=
> <BR>>=3B To join or leave this LISTSERV list=2C please visit the list's
> w=
> eb interface<BR>>=3B at:<BR>>=3B =3B  =3B  =3B <A
> href=3D"h=
> ttp://listserv.muohio.edu/archives/ateg.html">http://listserv.muohio.edu/ar=
> chives/ateg.html</A><BR>>=3B and select "Join or leave the list"<BR>>=
> =3B<BR>>=3B Visit ATEG's web site at <A
> href=3D"http://ateg.org/">http://=
> ateg.org/</A><BR>>=3B<BR><BR>To join or leave this LISTSERV list=2C
> pleas=
> e visit the list's web interface at:<BR> =3B  =3B <A
> href=3D"http:/=
> /listserv.muohio.edu/archives/ateg.html">http://listserv.muohio.edu/archive=
> s/ateg.html</A><BR>and select "Join or leave the list"<BR><BR>Visit ATEG's
> =
> web site at <A
> href=3D"http://ateg.org/">http://ateg.org/</A><BR></DIV></DI=
> V></DIV>To join or leave this LISTSERV list=2C please visit the list's web
> =
> interface at: http://listserv.muohio.edu/archives/ateg.html and select
> "Joi=
> n or leave the list"=20
> Visit ATEG's web site at http://ateg.org/<BR><br /><hr />Send e-mail
> faster=
> without improving your typing skills. <a
> href=3D'http://windowslive.com/Ex=
> plore/hotmail?ocid=3DTXT_TAGLM_WL_hotmail_acq_speed_122008'
> target=3D'_new'=
>>Get your Hotmail=AE account.</a></body>
> </html>=
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
> <p>
> Visit ATEG's web site at http://ateg.org/
>
> --_3d1fca90-e321-48db-abbf-ad5a8b09df43_--
>
> ------------------------------
>
> Date: Sun, 14 Dec 2008 13:03:59 -0500
> From: "Veit, Richard" <[log in to unmask]>
> Subject: Re: Clause or Phrase
>
> This is a multi-part message in MIME format.
>
> ------_=_NextPart_001_01C95E16.56893943
> Content-Type: text/plain;
> charset="us-ascii"
> Content-Transfer-Encoding: quoted-printable
>
> Scott,
>
> =20
>
> The comma certainly makes all the difference in your first and third
> sentences, which are certainly not synonymous:
>
> =20
>
> 1. The boy was very happy that his mother did not see him being
> such a pig.
> 2. The boy was very happy that his mother did not see him, being
> such a pig.
>
> =20
>
> To me the following groupings are more or less synonymous (a with b and
> c, d with e and f):
>
> =20
>
> a. The boy was very happy that his mother did not see him being
> such a pig.
> b. The boy was very happy that his mother did not see his being
> such a pig. [a tad awkward for me]
> c. The boy was very happy that his mother did not see him in the
> act of being such a pig.
> =20
> d. The boy was very happy that his mother did not see him, being
> such a pig.
> e. The boy, being such a pig, was very happy that his mother did
> not see him.
> f. The boy was very happy that his mother did not see him, because
> he was such a pig.
>
> =20
>
> Dick Veit
>
> =20
>
> ________________________________
>
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]] On Behalf Of Scott Woods
> Sent: Sunday, December 14, 2008 2:35 AM
> To: [log in to unmask]
> Subject: Re: Clause or Phrase
>
> =20
>
> Are these pairs basically synonymous to you and are they punctuated
> correctly?
>
> =20
>
> The boy was very happy that his mother did not see him being such a pig.
>
> The boy was very happy that his mother did not see him eating so
> greedily.
>
> The boy was very happy that his mother did not see him, being such a
> pig.
>
> The boy was very happy that his mother did not see him, being such a
> duplicitous boy.
>
> The boy was very happy that his mother did not see his being such a pig.
>
> The boy was very happy that his mother did not see his bad behavior.
>
> =20
>
> Scott Woods
>
> =20
>
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
> ------_=_NextPart_001_01C95E16.56893943
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>
> <div class=3DSection1>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'>Scott,</span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'> </span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'>The comma certainly makes all the
> difference in your first and third sentences, which are certainly =
> <i><span
> style=3D'font-style:italic'>not</span></i> synonymous:</span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'> </span></font></p>
>
> <ol style=3D'margin-top:0in' start=3D1 type=3D1>
> <li class=3DMsoNormal style=3D'color:navy'><font size=3D3 color=3Dblack
> face=3D"Times New Roman"><span =
> style=3D'font-size:12.0pt;color:windowtext'>The
> boy was very happy that his mother did not see him being such a =
> pig.</span></font></li>
> <li class=3DMsoNormal style=3D'color:navy'><font size=3D3 color=3Dblack
> face=3D"Times New Roman"><span =
> style=3D'font-size:12.0pt;color:windowtext'>The
> boy was very happy that his mother did not see him, being such a =
> pig.</span></font></li>
> </ol>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'> </span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'>To me the following groupings are =
> more or
> less synonymous (a with b and c, d with e and f):</span></font></p>
>
> <p class=3DMsoNormal style=3D'margin-left:.25in'><font size=3D3 =
> face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'> </span></font></p>
>
> <ol style=3D'margin-top:0in' start=3D1 type=3Da>
> <li class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'>The boy was very happy that his mother =
> did not
> see him being such a pig.</span></font></li>
> <li class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'>The boy was very happy that his mother =
> did not
> see his being such a pig. </span></font><font size=3D2 =
> color=3Dnavy
> face=3DArial><span =
> style=3D'font-size:10.0pt;font-family:Arial;color:navy'>[a
> tad awkward for me]</span></font></li>
> <li class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'>The boy was very happy that his mother =
> did not
> see him in the act of being such a pig.<br>
> </span></font></li>
> <li class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'>The boy was very happy that his mother =
> did not
> see him, being such a pig.</span></font></li>
> <li class=3DMsoNormal style=3D'color:navy'><font size=3D3 color=3Dblack
> face=3D"Times New Roman"><span =
> style=3D'font-size:12.0pt;color:windowtext'>The
> boy, being such a pig, was very happy that his mother did not see =
> him.</span></font></li>
> <li class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'>The boy was very happy that his mother =
> did not
> see him, because he was such a pig.</span></font></li>
> </ol>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'> </span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'>Dick Veit</span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'> </span></font></p>
>
> <div>
>
> <div class=3DMsoNormal align=3Dcenter style=3D'text-align:center'><font =
> size=3D3
> face=3D"Times New Roman"><span style=3D'font-size:12.0pt'>
>
> <hr size=3D2 width=3D"100%" align=3Dcenter tabindex=3D-1>
>
> </span></font></div>
>
> <p class=3DMsoNormal><b><font size=3D2 face=3DTahoma><span =
> style=3D'font-size:10.0pt;
> font-family:Tahoma;font-weight:bold'>From:</span></font></b><font =
> size=3D2
> face=3DTahoma><span style=3D'font-size:10.0pt;font-family:Tahoma'> =
> Assembly for the Teaching of English Grammar =
> [mailto:[log in to unmask]] <b><span
> style=3D'font-weight:bold'>On Behalf Of </span></b>Scott Woods<br>
> <b><span style=3D'font-weight:bold'>Sent:</span></b> Sunday, December =
> 14, 2008
> 2:35 AM<br>
> <b><span style=3D'font-weight:bold'>To:</span></b> =
> [log in to unmask]<br>
> <b><span style=3D'font-weight:bold'>Subject:</span></b> Re: Clause or =
> Phrase</span></font></p>
>
> </div>
>
> <table class=3DMsoNormalTable border=3D0 cellspacing=3D0 =
> cellpadding=3D0>
> <tr>
> <td valign=3Dtop style=3D'padding:0in 0in 0in 0in'>
> <div>
> <p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'> </span></font></p>
> </div>
> <div>
> <p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'>Are these pairs basically synonymous to you =
> and are
> they punctuated correctly?</span></font></p>
> </div>
> <div>
> <p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'> </span></font></p>
> </div>
> <div>
> <p class=3DMsoNormal style=3D'margin-left:.5in'><font size=3D3
> face=3D"Times New Roman"><span style=3D'font-size:12.0pt'>The boy was =
> very happy
> that his mother did not see him being such a pig.</span></font></p>
> </div>
> <div>
> <p class=3DMsoNormal style=3D'margin-left:.5in'><font size=3D3
> face=3D"Times New Roman"><span style=3D'font-size:12.0pt'>The boy was =
> very happy
> that his mother did not see him eating so greedily.</span></font></p>
> </div>
> <div>
> <p class=3DMsoNormal style=3D'margin-left:.5in'><font size=3D3
> face=3D"Times New Roman"><span style=3D'font-size:12.0pt'>The boy was =
> very happy
> that his mother did not see him, being such a pig.</span></font></p>
> </div>
> <div>
> <p class=3DMsoNormal style=3D'margin-left:.5in'><font size=3D3
> face=3D"Times New Roman"><span style=3D'font-size:12.0pt'>The boy was =
> very happy
> that his mother did not see him, being such a duplicitous =
> boy.</span></font></p>
> </div>
> <div>
> <p class=3DMsoNormal style=3D'margin-left:.5in'><font size=3D3
> face=3D"Times New Roman"><span style=3D'font-size:12.0pt'>The boy was =
> very happy
> that his mother did not see his being such a pig.</span></font></p>
> </div>
> <div>
> <p class=3DMsoNormal style=3D'margin-left:.5in'><font size=3D3
> face=3D"Times New Roman"><span style=3D'font-size:12.0pt'>The boy was =
> very happy
> that his mother did not see his bad behavior.</span></font></p>
> </div>
> <div>
> <p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'> </span></font></p>
> </div>
> <div>
> <p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'>Scott Woods</span></font></p>
> </div>
> </td>
> </tr>
> </table>
>
> <p><font size=3D3 face=3D"Times New Roman"><span =
> style=3D'font-size:12.0pt'> </span></font></p>
>
> </div>
>
> </body>
>
> </html>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
> <p>
> Visit ATEG's web site at http://ateg.org/
>
> ------_=_NextPart_001_01C95E16.56893943--
>
> ------------------------------
>
> Date: Sun, 14 Dec 2008 13:05:46 -0500
> From: "STAHLKE, HERBERT F" <[log in to unmask]>
> Subject: Re: Clause or Phrase
>
> --_000_0DDF38BA66ECD847B39F1FD4C801D5431163F8F070EMAILBACKEND0_
> Content-Type: text/plain; charset="us-ascii"
> Content-Transfer-Encoding: quoted-printable
>
> Who's "such a pig" in (2)?
>
> Herb
>
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]
> OHIO.EDU] On Behalf Of Veit, Richard
> Sent: 2008-12-14 13:04
> To: [log in to unmask]
> Subject: Re: Clause or Phrase
>
> Scott,
>
> The comma certainly makes all the difference in your first and third
> senten=
> ces, which are certainly not synonymous:
>
>
> 1. The boy was very happy that his mother did not see him being such a
> pi=
> g.
> 2. The boy was very happy that his mother did not see him, being such a
> p=
> ig.
>
> To me the following groupings are more or less synonymous (a with b and c,
> =
> d with e and f):
>
>
> 1. The boy was very happy that his mother did not see him being such a
> pi=
> g.
> 2. The boy was very happy that his mother did not see his being such a
> pi=
> g. [a tad awkward for me]
> 3. The boy was very happy that his mother did not see him in the act of
> b=
> eing such a pig.
>
> 4. The boy was very happy that his mother did not see him, being such a
> p=
> ig.
> 5. The boy, being such a pig, was very happy that his mother did not see
> =
> him.
> 6. The boy was very happy that his mother did not see him, because he
> was=
> such a pig.
>
> Dick Veit
>
> ________________________________
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]
> OHIO.EDU] On Behalf Of Scott Woods
> Sent: Sunday, December 14, 2008 2:35 AM
> To: [log in to unmask]
> Subject: Re: Clause or Phrase
>
> Are these pairs basically synonymous to you and are they punctuated
> correct=
> ly?
>
> The boy was very happy that his mother did not see him being such a pig.
> The boy was very happy that his mother did not see him eating so greedily.
> The boy was very happy that his mother did not see him, being such a pig.
> The boy was very happy that his mother did not see him, being such a
> duplic=
> itous boy.
> The boy was very happy that his mother did not see his being such a pig.
> The boy was very happy that his mother did not see his bad behavior.
>
> Scott Woods
>
>
>
> To join or leave this LISTSERV list, please visit the list's web interface
> =
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave=
> the list"
>
> Visit ATEG's web site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
> --_000_0DDF38BA66ECD847B39F1FD4C801D5431163F8F070EMAILBACKEND0_
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>
> <div class=3DSection1>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"Calibri",=
> "sans-serif";
> color:#1F497D'>Who’s “such a pig” in
> (2)?<o:p></o:p></spa=
> n></p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"Calibri",=
> "sans-serif";
> color:#1F497D'><o:p> </o:p></span></p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"Calibri",=
> "sans-serif";
> color:#1F497D'>Herb<o:p></o:p></span></p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"Calibri",=
> "sans-serif";
> color:#1F497D'><o:p> </o:p></span></p>
>
> <div>
>
> <div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0in
> =
> 0in 0in'>
>
> <p class=3DMsoNormal><b><span
> style=3D'font-size:10.0pt;font-family:"Tahoma=
> ","sans-serif"'>From:</span></b><span
> style=3D'font-size:10.0pt;font-family:"Tahoma","sans-serif"'> Assembly for
> =
> the
> Teaching of English Grammar [mailto:[log in to unmask]] <b>On Behalf
> =
> Of </b>Veit,
> Richard<br>
> <b>Sent:</b> 2008-12-14 13:04<br>
> <b>To:</b> [log in to unmask]<br>
> <b>Subject:</b> Re: Clause or Phrase<o:p></o:p></span></p>
>
> </div>
>
> </div>
>
> <p class=3DMsoNormal><o:p> </o:p></p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:10.0pt;font-family:"Arial","s=
> ans-serif";
> color:navy'>Scott,</span><o:p></o:p></p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:10.0pt;font-family:"Arial","s=
> ans-serif";
> color:navy'> </span><o:p></o:p></p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:10.0pt;font-family:"Arial","s=
> ans-serif";
> color:navy'>The comma certainly makes all the difference in your first and
> third sentences, which are certainly <i>not</i>
> synonymous:</span><o:p></o:=
> p></p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:10.0pt;font-family:"Arial","s=
> ans-serif";
> color:navy'> </span><o:p></o:p></p>
>
> <ol style=3D'margin-top:0in' start=3D1 type=3D1>
> <li class=3DMsoNormal style=3D'color:navy;mso-list:l0 level1 lfo1'><span
> style=3D'color:windowtext'>The boy was very happy that his mother did
> =
> not
> see him being such a pig.</span><o:p></o:p></li>
> <li class=3DMsoNormal style=3D'color:navy;mso-list:l0 level1 lfo1'><span
> style=3D'color:windowtext'>The boy was very happy that his mother did
> =
> not
> see him, being such a pig.</span><o:p></o:p></li>
> </ol>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:10.0pt;font-family:"Arial","s=
> ans-serif";
> color:navy'> </span><o:p></o:p></p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:10.0pt;font-family:"Arial","s=
> ans-serif";
> color:navy'>To me the following groupings are more or less synonymous (a
> wi=
> th b
> and c, d with e and f):</span><o:p></o:p></p>
>
> <p class=3DMsoNormal style=3D'margin-left:.25in'> <o:p></o:p></p>
>
> <ol style=3D'margin-top:0in' start=3D1 type=3Da>
> <li class=3DMsoNormal style=3D'mso-list:l1 level1 lfo2'>The boy was very
> h=
> appy
> that his mother did not see him being such a pig.<o:p></o:p></li>
> <li class=3DMsoNormal style=3D'mso-list:l1 level1 lfo2'>The boy was very
> h=
> appy
> that his mother did not see his being such a pig. <span
> style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:navy'=
>>[a
> tad awkward for me]</span><o:p></o:p></li>
> <li class=3DMsoNormal style=3D'mso-list:l1 level1 lfo2'>The boy was very
> h=
> appy
> that his mother did not see him in the act of being such a pig.<br>
> <o:p></o:p></li>
> <li class=3DMsoNormal style=3D'mso-list:l1 level1 lfo2'>The boy was very
> h=
> appy
> that his mother did not see him, being such a pig.<o:p></o:p></li>
> <li class=3DMsoNormal style=3D'color:navy;mso-list:l1 level1 lfo2'><span
> style=3D'color:windowtext'>The boy, being such a pig, was very happy
> t=
> hat
> his mother did not see him.</span><o:p></o:p></li>
> <li class=3DMsoNormal style=3D'mso-list:l1 level1 lfo2'>The boy was very
> h=
> appy
> that his mother did not see him, because he was such a
> pig.<o:p></o:p>=
> </li>
> </ol>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:10.0pt;font-family:"Arial","s=
> ans-serif";
> color:navy'> </span><o:p></o:p></p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:10.0pt;font-family:"Arial","s=
> ans-serif";
> color:navy'>Dick Veit</span><o:p></o:p></p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:10.0pt;font-family:"Arial","s=
> ans-serif";
> color:navy'> </span><o:p></o:p></p>
>
> <div>
>
> <div class=3DMsoNormal align=3Dcenter style=3D'text-align:center'>
>
> <hr size=3D2 width=3D"100%" align=3Dcenter>
>
> </div>
>
> <p class=3DMsoNormal><b><span
> style=3D'font-size:10.0pt;font-family:"Tahoma=
> ","sans-serif"'>From:</span></b><span
> style=3D'font-size:10.0pt;font-family:"Tahoma","sans-serif"'> Assembly for
> =
> the
> Teaching of English Grammar [mailto:[log in to unmask]] <b>On Behalf
> =
> Of </b>Scott
> Woods<br>
> <b>Sent:</b> Sunday, December 14, 2008 2:35 AM<br>
> <b>To:</b> [log in to unmask]<br>
> <b>Subject:</b> Re: Clause or Phrase</span><o:p></o:p></p>
>
> </div>
>
> <table class=3DMsoNormalTable border=3D0 cellspacing=3D0 cellpadding=3D0>
> <tr>
> <td valign=3Dtop style=3D'padding:0in 0in 0in 0in'>
> <div>
> <p class=3DMsoNormal> <o:p></o:p></p>
> </div>
> <div>
> <p class=3DMsoNormal>Are these pairs basically synonymous to you and are
> =
> they
> punctuated correctly?<o:p></o:p></p>
> </div>
> <div>
> <p class=3DMsoNormal> <o:p></o:p></p>
> </div>
> <div>
> <p class=3DMsoNormal style=3D'margin-left:.5in'>The boy was very happy
> th=
> at his
> mother did not see him being such a pig.<o:p></o:p></p>
> </div>
> <div>
> <p class=3DMsoNormal style=3D'margin-left:.5in'>The boy was very happy
> th=
> at his
> mother did not see him eating so greedily.<o:p></o:p></p>
> </div>
> <div>
> <p class=3DMsoNormal style=3D'margin-left:.5in'>The boy was very happy
> th=
> at his
> mother did not see him, being such a pig.<o:p></o:p></p>
> </div>
> <div>
> <p class=3DMsoNormal style=3D'margin-left:.5in'>The boy was very happy
> th=
> at his
> mother did not see him, being such a duplicitous boy.<o:p></o:p></p>
> </div>
> <div>
> <p class=3DMsoNormal style=3D'margin-left:.5in'>The boy was very happy
> th=
> at his
> mother did not see his being such a pig.<o:p></o:p></p>
> </div>
> <div>
> <p class=3DMsoNormal style=3D'margin-left:.5in'>The boy was very happy
> th=
> at his
> mother did not see his bad behavior.<o:p></o:p></p>
> </div>
> <div>
> <p class=3DMsoNormal> <o:p></o:p></p>
> </div>
> <div>
> <p class=3DMsoNormal>Scott Woods<o:p></o:p></p>
> </div>
> </td>
> </tr>
> </table>
>
> <p> <o:p></o:p></p>
>
> <p class=3DMsoNormal>To join or leave this LISTSERV list, please visit the
> =
> list's
> web interface at: http://listserv.muohio.edu/archives/ateg.html and select
> "Join or leave the list" <o:p></o:p></p>
>
> <p>Visit ATEG's web site at http://ateg.org/ <o:p></o:p></p>
>
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> To join or leave this LISTSERV list, please visit the list's web interface
> at:
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> and select "Join or leave the list"
> <p>
> Visit ATEG's web site at http://ateg.org/
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> --_000_0DDF38BA66ECD847B39F1FD4C801D5431163F8F070EMAILBACKEND0_--
>
> ------------------------------
>
> Date: Sun, 14 Dec 2008 14:13:33 -0500
> From: "Veit, Richard" <[log in to unmask]>
> Subject: Re: Clause or Phrase
>
> This is a multi-part message in MIME format.
>
> ------_=_NextPart_001_01C95E20.0ED74AB1
> Content-Type: text/plain;
> charset="us-ascii"
> Content-Transfer-Encoding: quoted-printable
>
> Ambiguous to be sure, but I was considering the reading where the boy is
> the pig.
>
> =20
>
> ________________________________
>
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]] On Behalf Of STAHLKE, HERBERT F
> Sent: Sunday, December 14, 2008 1:06 PM
> To: [log in to unmask]
> Subject: Re: Clause or Phrase
>
> =20
>
> Who's "such a pig" in (2)?
>
> =20
>
> Herb
>
> =20
>
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]] On Behalf Of Veit, Richard
> Sent: 2008-12-14 13:04
> To: [log in to unmask]
> Subject: Re: Clause or Phrase
>
> =20
>
> Scott,
>
> =20
>
> The comma certainly makes all the difference in your first and third
> sentences, which are certainly not synonymous:
>
> =20
>
> 1. The boy was very happy that his mother did not see him being
> such a pig.
> 2. The boy was very happy that his mother did not see him, being
> such a pig.
>
> =20
>
> To me the following groupings are more or less synonymous (a with b and
> c, d with e and f):
>
> =20
>
> a. The boy was very happy that his mother did not see him being
> such a pig.
> b. The boy was very happy that his mother did not see his being
> such a pig. [a tad awkward for me]
> c. The boy was very happy that his mother did not see him in the
> act of being such a pig.
> =20
> d. The boy was very happy that his mother did not see him, being
> such a pig.
> e. The boy, being such a pig, was very happy that his mother did
> not see him.
> f. The boy was very happy that his mother did not see him, because
> he was such a pig.
>
> =20
>
> Dick Veit
>
> =20
>
> ________________________________
>
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]] On Behalf Of Scott Woods
> Sent: Sunday, December 14, 2008 2:35 AM
> To: [log in to unmask]
> Subject: Re: Clause or Phrase
>
> =20
>
> Are these pairs basically synonymous to you and are they punctuated
> correctly?
>
> =20
>
> The boy was very happy that his mother did not see him being such a pig.
>
> The boy was very happy that his mother did not see him eating so
> greedily.
>
> The boy was very happy that his mother did not see him, being such a
> pig.
>
> The boy was very happy that his mother did not see him, being such a
> duplicitous boy.
>
> The boy was very happy that his mother did not see his being such a pig.
>
> The boy was very happy that his mother did not see his bad behavior.
>
> =20
>
> Scott Woods
>
> =20
>
> To join or leave this LISTSERV list, please visit the list's web
> interface at: http://listserv.muohio.edu/archives/ateg.html and select
> "Join or leave the list"=20
>
> Visit ATEG's web site at http://ateg.org/=20
>
> To join or leave this LISTSERV list, please visit the list's web
> interface at: http://listserv.muohio.edu/archives/ateg.html and select
> "Join or leave the list"=20
>
> Visit ATEG's web site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
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> <body lang=3DEN-US link=3Dblue vlink=3Dpurple>
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> <div class=3DSection1>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'>Ambiguous to be sure, but I was =
> considering
> the reading where the boy is the pig.</span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'> </span></font></p>
>
> <div>
>
> <div class=3DMsoNormal align=3Dcenter style=3D'text-align:center'><font =
> size=3D3
> face=3D"Times New Roman"><span style=3D'font-size:12.0pt'>
>
> <hr size=3D2 width=3D"100%" align=3Dcenter tabindex=3D-1>
>
> </span></font></div>
>
> <p class=3DMsoNormal><b><font size=3D2 face=3DTahoma><span =
> style=3D'font-size:10.0pt;
> font-family:Tahoma;font-weight:bold'>From:</span></font></b><font =
> size=3D2
> face=3DTahoma><span style=3D'font-size:10.0pt;font-family:Tahoma'> =
> Assembly for the Teaching of English Grammar =
> [mailto:[log in to unmask]] <b><span
> style=3D'font-weight:bold'>On Behalf Of </span></b>STAHLKE, HERBERT =
> F<br>
> <b><span style=3D'font-weight:bold'>Sent:</span></b> Sunday, December =
> 14, 2008 1:06
> PM<br>
> <b><span style=3D'font-weight:bold'>To:</span></b> =
> [log in to unmask]<br>
> <b><span style=3D'font-weight:bold'>Subject:</span></b> Re: Clause or =
> Phrase</span></font></p>
>
> </div>
>
> <p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
> style=3D'font-size:
> 12.0pt'> </span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" =
> face=3DCalibri><span
> style=3D'font-size:11.0pt;font-family:Calibri;color:#1F497D'>Who’s =
> “such
> a pig” in (2)?</span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" =
> face=3DCalibri><span
> style=3D'font-size:11.0pt;font-family:Calibri;color:#1F497D'> </span=
>></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" =
> face=3DCalibri><span
> style=3D'font-size:11.0pt;font-family:Calibri;color:#1F497D'>Herb</span><=
> /font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3D"#1f497d" =
> face=3DCalibri><span
> style=3D'font-size:11.0pt;font-family:Calibri;color:#1F497D'> </span=
>></font></p>
>
> <div>
>
> <div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
> 0in 0in 0in'>
>
> <p class=3DMsoNormal><b><font size=3D2 face=3DTahoma><span =
> style=3D'font-size:10.0pt;
> font-family:Tahoma;font-weight:bold'>From:</span></font></b><font =
> size=3D2
> face=3DTahoma><span style=3D'font-size:10.0pt;font-family:Tahoma'> =
> Assembly for the Teaching of English Grammar =
> [mailto:[log in to unmask]] <b><span
> style=3D'font-weight:bold'>On Behalf Of </span></b>Veit, Richard<br>
> <b><span style=3D'font-weight:bold'>Sent:</span></b> 2008-12-14 =
> 13:04<br>
> <b><span style=3D'font-weight:bold'>To:</span></b> =
> [log in to unmask]<br>
> <b><span style=3D'font-weight:bold'>Subject:</span></b> Re: Clause or =
> Phrase</span></font></p>
>
> </div>
>
> </div>
>
> <p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
> style=3D'font-size:
> 12.0pt'> </span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'>Scott,</span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'> </span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'>The comma certainly makes all the
> difference in your first and third sentences, which are certainly =
> <i><span
> style=3D'font-style:italic'>not</span></i> synonymous:</span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'> </span></font></p>
>
> <ol style=3D'margin-top:0in' start=3D1 type=3D1>
> <li class=3DMsoNormal style=3D'color:navy'><font size=3D3 color=3Dblack
> face=3D"Times New Roman"><span =
> style=3D'font-size:12.0pt;color:windowtext'>The
> boy was very happy that his mother did not see him being such a =
> pig.</span></font></li>
> <li class=3DMsoNormal style=3D'color:navy'><font size=3D3 color=3Dblack
> face=3D"Times New Roman"><span =
> style=3D'font-size:12.0pt;color:windowtext'>The
> boy was very happy that his mother did not see him, being such a =
> pig.</span></font></li>
> </ol>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'> </span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'>To me the following groupings are =
> more or
> less synonymous (a with b and c, d with e and f):</span></font></p>
>
> <p class=3DMsoNormal style=3D'margin-left:.25in'><font size=3D3 =
> face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'> </span></font></p>
>
> <ol style=3D'margin-top:0in' start=3D1 type=3Da>
> <li class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'>The boy was very happy that his mother =
> did not
> see him being such a pig.</span></font></li>
> <li class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'>The boy was very happy that his mother =
> did not
> see his being such a pig. </span></font><font size=3D2 =
> color=3Dnavy
> face=3DArial><span =
> style=3D'font-size:10.0pt;font-family:Arial;color:navy'>[a
> tad awkward for me]</span></font></li>
> <li class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'>The boy was very happy that his mother =
> did not
> see him in the act of being such a pig.<br>
> </span></font></li>
> <li class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'>The boy was very happy that his mother =
> did not
> see him, being such a pig.</span></font></li>
> <li class=3DMsoNormal style=3D'color:navy'><font size=3D3 color=3Dblack
> face=3D"Times New Roman"><span =
> style=3D'font-size:12.0pt;color:windowtext'>The
> boy, being such a pig, was very happy that his mother did not see =
> him.</span></font></li>
> <li class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'>The boy was very happy that his mother =
> did not
> see him, because he was such a pig.</span></font></li>
> </ol>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'> </span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'>Dick Veit</span></font></p>
>
> <p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
> style=3D'font-size:
> 10.0pt;font-family:Arial;color:navy'> </span></font></p>
>
> <div>
>
> <div class=3DMsoNormal align=3Dcenter style=3D'text-align:center'><font =
> size=3D3
> face=3D"Times New Roman"><span style=3D'font-size:12.0pt'>
>
> <hr size=3D2 width=3D"100%" align=3Dcenter>
>
> </span></font></div>
>
> <p class=3DMsoNormal><b><font size=3D2 face=3DTahoma><span =
> style=3D'font-size:10.0pt;
> font-family:Tahoma;font-weight:bold'>From:</span></font></b><font =
> size=3D2
> face=3DTahoma><span style=3D'font-size:10.0pt;font-family:Tahoma'> =
> Assembly for the Teaching of English Grammar =
> [mailto:[log in to unmask]] <b><span
> style=3D'font-weight:bold'>On Behalf Of </span></b>Scott Woods<br>
> <b><span style=3D'font-weight:bold'>Sent:</span></b> Sunday, December =
> 14, 2008
> 2:35 AM<br>
> <b><span style=3D'font-weight:bold'>To:</span></b> =
> [log in to unmask]<br>
> <b><span style=3D'font-weight:bold'>Subject:</span></b> Re: Clause or =
> Phrase</span></font></p>
>
> </div>
>
> <table class=3DMsoNormalTable border=3D0 cellspacing=3D0 =
> cellpadding=3D0>
> <tr>
> <td valign=3Dtop style=3D'padding:0in 0in 0in 0in'>
> <div>
> <p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'> </span></font></p>
> </div>
> <div>
> <p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'>Are these pairs basically synonymous to you =
> and are
> they punctuated correctly?</span></font></p>
> </div>
> <div>
> <p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'> </span></font></p>
> </div>
> <div>
> <p class=3DMsoNormal style=3D'margin-left:.5in'><font size=3D3
> face=3D"Times New Roman"><span style=3D'font-size:12.0pt'>The boy was =
> very happy
> that his mother did not see him being such a pig.</span></font></p>
> </div>
> <div>
> <p class=3DMsoNormal style=3D'margin-left:.5in'><font size=3D3
> face=3D"Times New Roman"><span style=3D'font-size:12.0pt'>The boy was =
> very happy
> that his mother did not see him eating so greedily.</span></font></p>
> </div>
> <div>
> <p class=3DMsoNormal style=3D'margin-left:.5in'><font size=3D3
> face=3D"Times New Roman"><span style=3D'font-size:12.0pt'>The boy was =
> very happy
> that his mother did not see him, being such a pig.</span></font></p>
> </div>
> <div>
> <p class=3DMsoNormal style=3D'margin-left:.5in'><font size=3D3
> face=3D"Times New Roman"><span style=3D'font-size:12.0pt'>The boy was =
> very happy
> that his mother did not see him, being such a duplicitous =
> boy.</span></font></p>
> </div>
> <div>
> <p class=3DMsoNormal style=3D'margin-left:.5in'><font size=3D3
> face=3D"Times New Roman"><span style=3D'font-size:12.0pt'>The boy was =
> very happy
> that his mother did not see his being such a pig.</span></font></p>
> </div>
> <div>
> <p class=3DMsoNormal style=3D'margin-left:.5in'><font size=3D3
> face=3D"Times New Roman"><span style=3D'font-size:12.0pt'>The boy was =
> very happy
> that his mother did not see his bad behavior.</span></font></p>
> </div>
> <div>
> <p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'> </span></font></p>
> </div>
> <div>
> <p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span
> style=3D'font-size:12.0pt'>Scott Woods</span></font></p>
> </div>
> </td>
> </tr>
> </table>
>
> <p><font size=3D3 face=3D"Times New Roman"><span =
> style=3D'font-size:12.0pt'> </span></font></p>
>
> <p class=3DMsoNormal><font size=3D3 face=3D"Times New Roman"><span =
> style=3D'font-size:
> 12.0pt'>To join or leave this LISTSERV list, please visit the list's web
> interface at: http://listserv.muohio.edu/archives/ateg.html and select
> "Join or leave the list" </span></font></p>
>
> <p><font size=3D3 face=3D"Times New Roman"><span =
> style=3D'font-size:12.0pt'>Visit
> ATEG's web site at http://ateg.org/ </span></font></p>
>
> </div>
>
> </body>
>
> </html>
> To join or leave this LISTSERV list, please visit the list's web =
> interface at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
> <p>
> Visit ATEG's web site at http://ateg.org/
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
> <p>
> Visit ATEG's web site at http://ateg.org/
> ------_=_NextPart_001_01C95E20.0ED74AB1--
>
> ------------------------------
>
> Date: Sun, 14 Dec 2008 15:10:16 -0600
> From: John Dews-Alexander <[log in to unmask]>
> Subject: Re: scope and sequence: was clause or phrase
>
> ------=_Part_30284_11826940.1229289016352
> Content-Type: text/plain; charset=ISO-8859-1
> Content-Transfer-Encoding: 7bit
> Content-Disposition: inline
>
> Thanks for the update, Craig! It seems ATEG still has its work cut out for
> it in convincing NCTE to recognize the value of teaching grammar and other
> features of language explicitly as an integral part of the language arts
> curriculum. It's good to know that a scope and sequence plan can still be
> hammered out by a group not related to NCTE (although I'm sure ATEG
> members
> and the discussions here can still be of immense value to that endeavor).
> When the day arrives that NCTE endorses grammar teaching, there will
> likely
> be a scramble for as many articulated plans as possible!
>
> John Alexander
> Austin, Texas
>
> On Sat, Dec 13, 2008 at 10:35 AM, Craig Hancock <[log in to unmask]>
> wrote:
>
>> Richard,
>> Scope and sequence is in a bit of hiatus. This might be a good time to
>> talk about the reasons for that and the difficulties around doing that
>> through ATEG.
>> My own frustration dates back to two conferences ago, when I thought we
>> would make great progress on scope and sequence at the conference. My
> plan,
>> which I thought was agreed on by the conference committee, was to break
> into
>> subgroups and have people make suggestions about what might be covered.
>> We
>> could have a sub-group making recommendations about Standard English,
>> punctuation, and so on, focusing on the knowledge about language that
>> wold
>> be most helpful and useful. I was hoping people would then feel a vested
>> interest in the project. There was resistance, though, from different
>> sources. Some people questioned whether ATEG, as a sub-group of NCTE,
> should
>> be taking a position on grammar at odds with our parent organization.
>> That
>> conflict of interest has been a constant issue in ATEG, and I don't
>> fault
>> anyone from bringing it up. One result was that we largely used our time
> to
>> construct a position statement asking NCTE to endorse the systematic
>> teaching of grammar. The position statement, which I thought was very
>> thoughtful and nicely written, was simply tabled at the NCTE convention.
> In
>> other words, ATEG tried to work through official channels as a
>> sub-group
> of
>> NCTE, ibut was stymied by those who feel they know more about this than
>> we
>> do and who, in effect, control our existence as an organization.
>> The other problem came from those at the conference, including the
>> leadership, who feel that scope and sequence already exists and that we
> have
>> no need to construct one. My own tendency has been to lobby for new ways
> of
>> looking at grammar, but ATEG has long been an organization made up of
> people
>> with fairly conservative (not regressive, not by a long shot) views.
>> This
>> was hard on me because I felt I had a lot invested in the project, but
> would
>> be asked to shut out from the conversation the new possibilities in
> grammar
>> that excite me the most.
>> But let me give a more friendly view of that. Many of us involved in
>> the
>> project have written books on the subject, and you can't really do that
>> without engaging the issue in ways that you feel invested in. What
>> happens
>> if the group advocates a scope that doesn't fit those views? I
>> sometimes
>> feel I am shooting myself in the foot every time I move on in my
>> thinking
>> because I have a 2005 text that now constitutes an older position.
>> This might be a way of saying that those of us who know the most tend
>> to
>> have an investment in particular approaches. For ATEG as a whole, those
>> approaches have probably already been written.
>> As many of you know, much of the conversation about scope and sequence
> was
>> worked out by the New Public Grammar group. I have never wanted that
>> group
>> to be in conflict (to compete with) ATEG. So at that point, I didn't
>> even
>> feel comfortable airing these frustrations on the NPG list. I was, and
> still
>> am, nervous about creating a rift in the public grammar community. I
> didn't
>> want anyone to feel I was trying to pull people away from ATEG.
>> The unfortunate result has been that Scope and sequence hasn't moved
>> forward for some time. A few of us have been in discussion about
>> starting
> it
>> back up again as we restart talk on the NPG list.
>> NPG has the benefit of being separate from NCTE. It can take a strong
>> contrary perspective and not feel uncomfortable about that.
>> It can also maintain friendly relationships with ATEG without the
>> necessity of ATEG endorsing its views.
>> I apologize if I have misrepresented anyone's views or anyone else's
>> views about the history of the project. I don't think of it as anyone
> being
>> at fault. These are very predictable difficulties given the nature of
>> the
>> project.
>>
>> Craig
>>
>>
>> Richard betting wrote:
>>
>>> Janet, Craig, et al. continued
>>> One of the reasons I tend to believe in the innateness of some
>>> grammatical structures is that children can understand the kinds of
>>> sentences that have been used in recent posts. For example, a first
> grader
>>> will understand this exchange: "If you continue to behave badly, you
>>> will
>>> not get a present" leads, later in the day, to "That you won't get a
> present
>>> is very obvious." Another example results in the prepositional phrase
>>> as
>>> subject. "He said that he would leave at nine" might lead to "For him
>>> to
>>> leave at nine means that we'll have to finish our project quickly." I
>>> got
>>> those kinds of sentences and explanations from my study of generative
>>> grammar forty years ago. Transformations. The second called the T For
>>> To
>>> transform.
>>> A comment and a question. The naming of parts: are word groups
>>> phrases
>>> or clauses, participial phrases or clauses and should we call them one-
> or
>>> two-object verbs? Are these transitive or intransitive structures,
>>> finite
> or
>>> non-finite verbs, and are these adjective, qualifying, complementary or
>>> appositional clauses or phrases? Are they complex transitive, di- or
>>> bi-transitive? Will R & K diagrams help explain them and will students
> be
>>> able to distinguish form from function? Are participles and infinitives
>>> parts of speech? Why or why not? How many parts of speech are there,
> anyway?
>>> And finally, what is the relationship between the naming of parts and
>>> improvement in student speaking and writing? Do teachers consciously
>>> and
>>> consistently make those connections between theory and practice? Are
>>> students being asked to write and speak and are they creating
>>> portfolios
> of
>>> written work to demonstrate their competence? And are they
>>> participating
> in
>>> the assessment process?
>>>
>>> I would bet that the majority of middle school/high school English
>>> teachers would not be able to define and explain the terms that have
>>> been
>>> discussed, to say nothing of doing so from the perspective of more than
> one
>>> grammatical approach. That is not to criticize the teachers themselves
>>> so
>>> much as to ask about the educational process shat enabled them to get
> where
>>> they are without an adequate knowledge of the English language that
>>> they
>>> spend so much time teaching. In order to have an ADEQUATE (minimal)
>>> background in English, what courses should/must all language arts
> teachers
>>> have? Could we agree on the required courses? Do current textbooks (for
>>> teachers) meet the content requirement we might create? Is anyone still
>>> working on scope and sequence?
>>>
>>> Is the current discussion helping create a consensus on these and other
>>> issues that we should be helping decide? Unfortunately, perhaps, the
>>> end
>>> result seems to be that each person will create his/her own curriculum.
> If
>>> English teachers don't take the opportunity now, someone else will, as
>>> NoChild evolves and insupportable standards (like the naming of
>>> grammar
>>> parts) are created. So much to do, so little time.
>>>
>>>
>>>
>>>
>>>
>>>
>>> On Dec 12, 2008, at 3:13 PM, Spruiell, William C wrote:
>>>
>>> Janet, Craig, et al.
>>>>
>>>> There are a number of traditional grammars that would call the 'me' in
>>>> 'Joe baked a cake for me' an indirect object. In Latin, the pronoun
>>>> would be in the dative case, and "indirect object" started out as a
>>>> label that meant, basically, "dative object, as opposed to accusative
>>>> object."
>>>>
>>>> There's a major stress point in the traditional system, though -- the
>>>> noun that normally goes with a preposition is usually called "the
>>>> object
>>>> of the preposition," and it can't be *both* an indirect object and the
>>>> object of the preposition (keep in mind that the traditional approach
>>>> always asks, 'what word does this go with,' so you have to say either
>>>> 'the verb' or 'the preposition' with one of these). Some earlier
>>>> grammars dodged this by considering the prepositions themselves to be
>>>> case-markers, but then ran into the fact that English has a LOT more
>>>> prepositions than Latin has cases. One group of later grammars ruled
>>>> out
>>>> the version with the preposition as an indirect object. Another group
>>>> treated it as an indirect object, but only in cases where the
>>>> preposition-ed version could be paraphrased as the prepositionless
>>>> version (so no indirect object in 'Joe finished off the lutfisk for
>>>> me'). Some early generative approaches considered the prepositionless
>>>> version as being made out of the preposition-ed one, so in a sense
>>>> there
>>>> were no ditransitive verbs (I said "early" here because I'm sure about
>>>> those; I'm not sure about what the current way to deal with the
>>>> construction is).
>>>>
>>>> Whatever you do with it, it's a bit of a mess. Since specific
>>>> grammars,
>>>> particularly older ones, usually adopt one approach but don't mention
>>>> that there are others, I think it's important for teachers and
>>>> students
>>>> to know there *is* a history of disagreement over this. I end up
>>>> imagining someone writing a state test and thinking there is, and has
>>>> always been, exactly one approach here, and creating a major problem.
>>>>
>>>> The "infinitive with understood subject" (For NP to V") presents even
>>>> more of a terminological muddle. From what I've seen, one approach is
>>>> to
>>>> just call the whole thing a specialized kind of infinitive
>>>> construction,
>>>> treating the For....to... sequence as a kind of discontinuous marker,
>>>> a
>>>> bit analogous to either...or; others give one label to the 'for' part
>>>> and another to the 'to' part. I cheat, and call the part introduced by
>>>> "for" 'subject-ish'.
>>>>
>>>> Bill Spruiell
>>>> Dept. of English
>>>> Central Michigan University
>>>>
>>>>
>>>>
>>>> -----Original Message-----
>>>> From: Assembly for the Teaching of English Grammar
>>>> [mailto:[log in to unmask]] On Behalf Of Castilleja, Janet
>>>> Sent: Friday, December 12, 2008 12:12 PM
>>>> To: [log in to unmask]
>>>> Subject: Re: Clause or Phrase
>>>>
>>>> Yeah - I meant 'me.' What I was really trying to get at is whether or
>>>> not people ever call 'for me' in 'Joe baked a cake for me' an indirect
>>>> object, since it seems to be doing the same thing as 'me' in 'Joe
>>>> baked
>>>> me
>>>> a cake.' I had learned that prepositional phrases can't be major
>>>> sentence elements like subjects and objects, but that seems to be
>>>> substantially more complex.
>>>>
>>>> 'For me to criticize him would be foolish.' Here 'for me' seems to
>>>> be
>>>> the subject of the infinitive clause. I know that 'for' constructions
>>>> introduce some non-finite structures, but can we still call them
>>>> prepositions?
>>>>
>>>> I also wondered whether people use the term 'retained object
>>>> complement.' I like it, but I think my students feel it goes way
>>>> beyond
>>>> what anyone should be required to know.
>>>>
>>>> My state, Washington has teacher tests. We use Praxis by ETS.
>>>> Students
>>>> are required to take a basic skills test, which we require students to
>>>> take before entering our teacher ed program. Then, if they get an
>>>> endorsement such as ESOL or bilingual education, they have to take a
>>>> test for that. These are the tests that my students are preparing for,
>>>> and the test really asks them questions about grammar.
>>>>
>>>> Examples:
>>>> My sister and I always loved sledding down the hill
>>>> behind our house.
>>>>
>>>> The underlined word in the sentence above is an
>>>> example of
>>>>
>>>> (A) a conjunction
>>>>
>>>> (B) a participle
>>>>
>>>> (C) a gerund
>>>>
>>>> (D) an adverb
>>>>
>>>> We went to a restaurant, and dinner was cook very bad.
>>>>
>>>> The underlined words in the sentence are an example of an error in
>>>>
>>>> (A) question formation
>>>>
>>>> (B) relative clause formation
>>>>
>>>> (C) passive formation
>>>>
>>>> (D) command formation
>>>>
>>>> Now I'm careful to use words like 'gerund,' which I didn't used to
>>>> use,
>>>> because I know they see it on the test.
>>>>
>>>> Janet
>>>>
>>>> -----Original Message-----
>>>> From: Assembly for the Teaching of English Grammar
>>>> [mailto:[log in to unmask]] On Behalf Of Craig Hancock
>>>> Sent: Thursday, December 11, 2008 4:53 PM
>>>> To: [log in to unmask]
>>>> Subject: Re: Clause or Phrase
>>>>
>>>> Janet,
>>>> These are wonderful questions. Much of what I would say Bill covers,
>>>> so
>>>> I'll add a few sidenotes. I have struggled through the same questions
>>>> and feel a little more settled in my thinking.
>>>> I think it's so much more important to describe the structure than it
>>>> is to put it in the "right" category. So looking closely at these
>>>> non-finite structures and saying they usually are missing a subject
>>>> (not always) and aren't grounded with finite verbs is probably the
>>>> most
>>>> important thing. My students seem OK with saying we'll call them
>>>> clauses, but traditional grammar calls them phrases. I end up doing
>>>> somewhat the same thing with "gerund" as a term. I don't like it, but
>>>> it's out there, and it helps to at least point out what the word
>>>> refers
>>>> to for the people who use it.
>>>> I start out with "the elements of the simple clause", so I cover
>>>> postnominal modification with prepositional phrases first and say
>>>> there
>>>> are other word groups in that slot that we'll cover later. That seems
>>>> to work for me. I sometimes postpone restrictive and non-restrictive
>>>> modification until later as well. Appositional phrases also fit in
>>>> that
>>>> slot, but I don't bring them in right away.
>>>> I think you mistakenly ask about "Joe" as indirect object in your
>>>> cake
>>>> sentence. My guess is you meant "me". I like the multi-functional
>>>> analysis of functional gramamr for that one. From that view, the
>>>> transitivity system helps us represent the world. The clause gives us
>>>> processes and participants and circumstances andestablishes
>>>> participant
>>>> roles. We also have systems in place for construing that event in
>>>> different ways. In passives, for example, the direct or indirect
>>>> object
>>>> gets shifted into the grammatical subject slot without changing their
>>>> real world roles. ("The cake was baked by Joe. I was baked the cake by
>>>> Joe." In both these cases, Joe is obviously still doing the baking.)
>>>> This can also give us a way to put different information in the usual
>>>> given slot and in the clause ending slot we usually use for new
>>>> information. "Who was the cake for?" "The cake was baked for me."
>>>> "What did Joe bake you?" "Joe baked me a cake." "Who baked the cake?
>>>> "The cake was baked by Joe." Students seem to enjoy putting a clause
>>>> through its various permutations and then reflecting on how that
>>>> "construes" the process. We can also say something like "Joe baked all
>>>> night", or "Joe baked with great care", not because we have stopped
>>>> understanding that "baking" means you bake something and are probably
>>>> doing that for some sort of beneficiary, but because those elements
>>>> are
>>>> not always in focus. Even categories like "transitive" and
>>>> "intransitive" and "di-transitive" and "complex transitive" can be
>>>> used
>>>> to talk about the verb itself as well as about the structure of a
>>>> particular clause. Is "Joe baked all night" intransitive? I think
>>>> that's easier to understand if you realize the process hasn't changed,
>>>> but certain aspects of it are simply not in focus for the statement.
>>>> I have found that most state tests for students have no real
>>>> knowledge
>>>> content to them. Even the phrasing of the standards is something like
>>>> "Can puncutate sentences," never anything like "can identify a
>>>> participle phrase" or "Can differentiate compound sentences from
>>>> compound predicates." Even the SAT simply asks students to pick a
>>>> version that seems more effective or more correct. It never asks for
>>>> terminology. Language, at least for students, is treated like a
>>>> behavior.
>>>> Are there teacher tests in your state?
>>>>
>>>> Craig
>>>>
>>>> How would you analyze this: Once upon a time, there was a prince
>>>> named
>>>>
>>>>> Joe.
>>>>>
>>>>>
>>>>>
>>>>> Do you analyze a prince named Joe as a noun phrase with a participle
>>>>> phrase modifying the noun head, or as a participle clause? I've
>>>>>
>>>> always
>>>>
>>>>> called these non-finite constructions reduced clauses or participle
>>>>> clauses, but I have run into a problem. In my grammar class for
>>>>> pre-service teachers, I start with noun phrases. When I teach noun
>>>>> modification, I want to teach students about post-modification, but
>>>>>
>>>> they
>>>>
>>>>> really don't know anything about finite and non-finite verbs yet, nor
>>>>>
>>>> do
>>>>
>>>>> they know much about clauses. So this semester, I decided I would
>>>>>
>>>> just
>>>>
>>>>> call them participle phrases which modify nouns. But then I was in
>>>>> trouble when we got to clauses because I wanted to call then reduced
>>>>>
>>>> or
>>>>
>>>>> non-finite clauses. By that time, the students knew enough to say
>>>>>
>>>> "Hey
>>>>
>>>>> wait a minute! Didn't you just tell us those were phrases?" At
>>>>> least
>>>>>
>>>> I
>>>>
>>>>> know they were listening in October.
>>>>>
>>>>>
>>>>>
>>>>> Also, do you call 'Joe' a retained object complement, or is there a
>>>>> better way to label this?
>>>>>
>>>>>
>>>>>
>>>>> How about this: Joe baked a cake for me. Can I just go ahead and
>>>>>
>>>> call
>>>>
>>>>> 'Joe' an indirect object? It means exactly the same this as Joe baked
>>>>>
>>>> me
>>>>
>>>>> a cake.
>>>>>
>>>>>
>>>>>
>>>>> This is an on-going problem for me, because, even though I try to
>>>>>
>>>> teach
>>>>
>>>>> them a pretty straight forward descriptive-structural-functional view
>>>>>
>>>> of
>>>>
>>>>> syntax (Quirk et al is my bible), with a little discussion of
>>>>> prescriptivism thrown in so they'll know what to expect when they get
>>>>> into the schools, I find that frequently there is more than one way
>>>>> to
>>>>> analyze a given structure. This disturbs my students. They want to
>>>>> know the 'right' way, and it better be the way that it is gong to
>>>>> show
>>>>> up on the subject area test they have to take. Do you think there is
>>>>> any consensus on the 'best' grammar approach to teach pre-service
>>>>> teachers? This is not a trivial issue, since they have high-stakes
>>>>> tests (for themselves and their students) principals and parents in
>>>>> their futures.
>>>>>
>>>>>
>>>>>
>>>>> Comments?
>>>>>
>>>>>
>>>>>
>>>>> Janet Castilleja
>>>>>
>>>>>
>>>>> To join or leave this LISTSERV list, please visit the list's web
>>>>>
>>>> interface
>>>>
>>>>> at:
>>>>> http://listserv.muohio.edu/archives/ateg.html
>>>>> and select "Join or leave the list"
>>>>>
>>>>> Visit ATEG's web site at http://ateg.org/
>>>>>
>>>>>
>>>> To join or leave this LISTSERV list, please visit the list's web
>>>> interface at:
>>>> http://listserv.muohio.edu/archives/ateg.html
>>>> and select "Join or leave the list"
>>>>
>>>> Visit ATEG's web site at http://ateg.org/
>>>>
>>>> To join or leave this LISTSERV list, please visit the list's web
>>>> interface at:
>>>> http://listserv.muohio.edu/archives/ateg.html
>>>> and select "Join or leave the list"
>>>>
>>>> Visit ATEG's web site at http://ateg.org/
>>>>
>>>> To join or leave this LISTSERV list, please visit the list's web
>>>> interface at:
>>>> http://listserv.muohio.edu/archives/ateg.html
>>>> and select "Join or leave the list"
>>>>
>>>> Visit ATEG's web site at http://ateg.org/
>>>>
>>>
>>> To join or leave this LISTSERV list, please visit the list's web
> interface
>>> at:
>>> http://listserv.muohio.edu/archives/ateg.html
>>> and select "Join or leave the list"
>>>
>>> Visit ATEG's web site at http://ateg.org/
>>>
>>>
>>>
>> To join or leave this LISTSERV list, please visit the list's web
>> interface
>> at:
>> http://listserv.muohio.edu/archives/ateg.html
>> and select "Join or leave the list"
>>
>> Visit ATEG's web site at http://ateg.org/
>>
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
> ------=_Part_30284_11826940.1229289016352
> Content-Type: text/html; charset=ISO-8859-1
> Content-Transfer-Encoding: quoted-printable
> Content-Disposition: inline
>
> <div>Thanks for the update, Craig! It seems ATEG still has its work cut
> out=
> for it in convincing NCTE to recognize the value of teaching grammar and
> o=
> ther features of language explicitly as an integral part of the language
> ar=
> ts curriculum. It's good to know that a scope and sequence plan can
> sti=
> ll be hammered out by a group not related to NCTE (although I'm sure
> AT=
> EG members and the discussions here can still be of immense value to that
> e=
> ndeavor). When the day arrives that NCTE endorses grammar teaching, there
> w=
> ill likely be a scramble for as many articulated plans as possible!</div>
>
> <div> </div>
> <div>John Alexander</div>
> <div>Austin, Texas<br><br></div>
> <div class=3D"gmail_quote">On Sat, Dec 13, 2008 at 10:35 AM, Craig Hancock
> =
> <span dir=3D"ltr"><<a
> href=3D"mailto:[log in to unmask]">[log in to unmask]
> edu</a>></span> wrote:<br>
> <blockquote class=3D"gmail_quote" style=3D"PADDING-LEFT: 1ex; MARGIN: 0px
> 0=
> px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">Richard,<br> Scope and
> sequ=
> ence is in a bit of hiatus. This might be a good time to talk about the
> rea=
> sons for that and the difficulties around doing that through ATEG.<br>
> My own frustration dates back to two conferences ago, when I thought
> =
> we would make great progress on scope and sequence at the conference. My
> pl=
> an, which I thought was agreed on by the conference committee, was to
> break=
> into subgroups and have people make suggestions about what might be
> covere=
> d. We could have a sub-group making recommendations about Standard
> English,=
> punctuation, and so on, focusing on the knowledge about language that
> wold=
> be most helpful and useful. I was hoping people would then feel a vested
> i=
> nterest in the project. There was resistance, though, from different
> =
> sources. Some people questioned whether ATEG, as a sub-group of NCTE,
> shoul=
> d be taking a position on grammar at odds with our parent organization.
> Tha=
> t conflict of interest has been a constant issue in ATEG, and I don't
> f=
> ault anyone from bringing it up. One result was that we largely used our
> ti=
> me to construct a position statement asking NCTE to endorse the systematic
> =
> teaching of grammar. The position statement, which I thought was very
> thoug=
> htful and nicely written, was simply tabled at the NCTE convention. In
> othe=
> r words, ATEG tried to work through official channels as a sub-group
> =
> of NCTE, ibut was stymied by those who feel they know more about this than
> =
> we do and who, in effect, control our existence as an organization.<br>
> The other problem came from those at the conference, including the
> le=
> adership, who feel that scope and sequence already exists and that we have
> =
> no need to construct one. My own tendency has been to lobby for new ways
> of=
> looking at grammar, but ATEG has long been an organization made up of
> peop=
> le with fairly conservative (not regressive, not by a long shot) views.
> &nb=
> sp;This was hard on me because I felt I had a lot invested in the project,
> =
> but would be asked to shut out from the conversation the new possibilities
> =
> in grammar that excite me the most.<br>
> But let me give a more friendly view of that. Many of us involved in
> =
> the project have written books on the subject, and you can't really do
> =
> that without engaging the issue in ways that you feel invested in. What
> hap=
> pens if the group advocates a scope that doesn't fit those views?
>  =
> ;I sometimes feel I am shooting myself in the foot every time I move on in
> =
> my thinking because I have a 2005 text that now constitutes an older
> positi=
> on.<br>
> This might be a way of saying that those of us who know the most
> tend=
> to have an investment in particular approaches. For ATEG as a whole,
> those=
> approaches have probably already been written.<br> As many of you
> kno=
> w, much of the conversation about scope and sequence was worked out by the
> =
> New Public Grammar group. I have never wanted that group to be in conflict
> =
> (to compete with) ATEG. So at that point, I didn't even feel
> comfortabl=
> e airing these frustrations on the NPG list. I was, and still am, nervous
> a=
> bout creating a rift in the public grammar community. I didn't want
> any=
> one to feel I was trying to pull people away from ATEG.<br>
> The unfortunate result has been that Scope and sequence hasn't
> mo=
> ved forward for some time. A few of us have been in discussion about
> starti=
> ng it back up again as we restart talk on the NPG list.<br> NPG has
> th=
> e benefit of being separate from NCTE. It can take a strong contrary
> perspe=
> ctive and not feel uncomfortable about that.<br>
> It can also maintain friendly relationships with ATEG without the
> nec=
> essity of ATEG endorsing its views.<br> I apologize if I have
> mi=
> srepresented anyone's views or anyone else's views about the
> histor=
> y of the project. I don't think of it as anyone being at fault. These
> a=
> re very predictable difficulties given the nature of the project.<br>
> <br>Craig<br><br><br>Richard betting wrote:<br>
> <blockquote class=3D"gmail_quote" style=3D"PADDING-LEFT: 1ex; MARGIN: 0px
> 0=
> px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">Janet, Craig, et al.
> continued<b=
> r> One of the reasons I tend to believe in the
> innateness=
> of some grammatical structures is that children can understand the kinds
> o=
> f sentences that have been used in recent posts. For example, a first
> grade=
> r will understand this exchange: "If you continue to behave badly,
> you=
> will not get a present" leads, later in the day, to "That you
> wo=
> n't get a present is very obvious." Another example results
> =
> in the prepositional phrase as subject. "He said that he would leave
> a=
> t nine" might lead to "For him to leave at nine means that
> we'=
> ;ll have to finish our project quickly." I got those kinds of
> sentence=
> s and explanations from my study of generative grammar forty years ago.
> Tra=
> nsformations. The second called the T For To transform.<br>
> A comment and a question. The naming of parts: are word
> groups=
> phrases or clauses, participial phrases or clauses and should we call
> them=
> one- or two-object verbs? Are these transitive or intransitive
> structures,=
> finite or non-finite verbs, and are these adjective, qualifying,
> complemen=
> tary or appositional clauses or phrases? Are they complex transitive, di-
> o=
> r bi-transitive? Will R & K diagrams help explain them and will
> s=
> tudents be able to distinguish form from function? Are participles and
> infi=
> nitives parts of speech? Why or why not? How many parts of speech are
> there=
> , anyway? And finally, what is the relationship between the naming of
> parts=
> and improvement in student speaking and writing? Do teachers
> conscio=
> usly and consistently make those connections between theory and practice?
> A=
> re students being asked to write and speak and are they creating
> portfolios=
> of written work to demonstrate their competence? And are they
> participatin=
> g in the assessment process?<br>
> <br>I would bet that the majority of middle school/high school English
> teac=
> hers would not be able to define and explain the terms that have been
> discu=
> ssed, to say nothing of doing so from the perspective of more than one
> gram=
> matical approach. That is not to criticize the teachers themselves so much
> =
> as to ask about the educational process shat enabled them to get where
> they=
> are without an adequate knowledge of the English language that they spend
> =
> so much time teaching. In order to have an ADEQUATE (minimal) background
> in=
> English, what courses should/must all language arts teachers have? Could
> w=
> e agree on the required courses? Do current textbooks (for teachers) meet
> t=
> he content requirement we might create? Is anyone still working on scope
> an=
> d sequence?<br>
> <br>Is the current discussion helping create a consensus on these and
> other=
> issues that we should be helping decide? Unfortunately, perhaps, the end
> r=
> esult seems to be that each person will create his/her own curriculum.
> &nbs=
> p;If English teachers don't take the opportunity now, someone else will,
> as=
> NoChild evolves and insupportable standards (like the naming of
> gram=
> mar parts) are created. So much to do, so little time.<br>
> <br><br><br><br><br><br>On Dec 12, 2008, at 3:13 PM, Spruiell, William C
> wr=
> ote:<br><br>
> <blockquote class=3D"gmail_quote" style=3D"PADDING-LEFT: 1ex; MARGIN: 0px
> 0=
> px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">Janet, Craig, et
> al.<br><br>Ther=
> e are a number of traditional grammars that would call the 'me'
> in<=
> br>
> 'Joe baked a cake for me' an indirect object. In Latin, the
> pronoun=
> <br>would be in the dative case, and "indirect object" started
> ou=
> t as a<br>label that meant, basically, "dative object, as opposed to
> a=
> ccusative<br>
> object."<br><br>There's a major stress point in the traditional
> sy=
> stem, though -- the<br>noun that normally goes with a preposition is
> usuall=
> y called "the object<br>of the preposition," and it can't be
> =
> *both* an indirect object and the<br>
> object of the preposition (keep in mind that the traditional
> approach<br>al=
> ways asks, 'what word does this go with,' so you have to say
> either=
> <br>'the verb' or 'the preposition' with one of these).
> Som=
> e earlier<br>
> grammars dodged this by considering the prepositions themselves to
> be<br>ca=
> se-markers, but then ran into the fact that English has a LOT
> more<br>prepo=
> sitions than Latin has cases. One group of later grammars ruled out<br>
> the version with the preposition as an indirect object. Another
> group<br>tr=
> eated it as an indirect object, but only in cases where
> the<br>preposition-=
> ed version could be paraphrased as the prepositionless<br>version (so no
> in=
> direct object in 'Joe finished off the lutfisk for<br>
> me'). Some early generative approaches considered the
> prepositionless<b=
> r>version as being made out of the preposition-ed one, so in a sense
> there<=
> br>were no ditransitive verbs (I said "early" here because
> I'=
> m sure about<br>
> those; I'm not sure about what the current way to deal with
> the<br>cons=
> truction is).<br><br>Whatever you do with it, it's a bit of a mess.
> Sin=
> ce specific grammars,<br>particularly older ones, usually adopt one
> approac=
> h but don't mention<br>
> that there are others, I think it's important for teachers and
> students=
> <br>to know there *is* a history of disagreement over this. I end
> up<br>ima=
> gining someone writing a state test and thinking there is, and
> has<br>alway=
> s been, exactly one approach here, and creating a major problem.<br>
> <br>The "infinitive with understood subject" (For NP to V")
> =
> presents even<br>more of a terminological muddle. From what I've seen,
> =
> one approach is to<br>just call the whole thing a specialized kind of
> infin=
> itive construction,<br>
> treating the For....to... sequence as a kind of discontinuous marker,
> a<br>=
> bit analogous to either...or; others give one label to the 'for'
> pa=
> rt<br>and another to the 'to' part. I cheat, and call the part
> intr=
> oduced by<br>
> "for" 'subject-ish'.<br><br>Bill Spruiell<br>Dept. of
> Eng=
> lish<br>Central Michigan University<br><br><br><br>-----Original
> Message---=
> --<br>From: Assembly for the Teaching of English Grammar<br>[mailto:<a
> href=
> =3D"mailto:[log in to unmask]"
> target=3D"_blank">[log in to unmask]
> .EDU</a>] On Behalf Of Castilleja, Janet<br>
> Sent: Friday, December 12, 2008 12:12 PM<br>To: <a
> href=3D"mailto:ATEG@LIST=
> SERV.MUOHIO.EDU"
> target=3D"_blank">[log in to unmask]</a><br>Subject:=
> Re: Clause or Phrase<br><br>Yeah - I meant 'me.' What I was
> =
> really trying to get at is whether or<br>
> not people ever call 'for me' in 'Joe baked a cake for me'
> =
> an indirect<br>object, since it seems to be doing the same thing as
> &=
> #39;me' in 'Joe baked<br>me<br>a cake.' I had learned that
> prep=
> ositional phrases can't be major<br>
> sentence elements like subjects and objects, but that seems to
> be<br>substa=
> ntially more complex.<br><br>'For me to criticize him would be
> foolish.=
> ' Here 'for me' seems to be<br>the subject of the
> infini=
> tive clause. I know that 'for' constructions<br>
> introduce some non-finite structures, but can we still call
> them<br>preposi=
> tions?<br><br>I also wondered whether people use the term 'retained
> obj=
> ect<br>complement.' I like it, but I think my students feel it
> go=
> es way beyond<br>
> what anyone should be required to know.<br><br>My state, Washington has
> tea=
> cher tests. We use Praxis by ETS. Students<br>are required to take a
> =
> basic skills test, which we require students to<br>take before entering
> our=
> teacher ed program. Then, if they get an<br>
> endorsement such as ESOL or bilingual education, they have to take
> a<br>tes=
> t for that. These are the tests that my students are preparing for,<br>and
> =
> the test really asks them questions about grammar.<br><br>Examples:<br>
> My sister and I always loved sledding down the hill<br>behind our
> house.<br=
>><br>The underlined word in the sentence above is an<br>example
>> of<br><br>(=
> A) a conjunction<br><br>(B) a participle<br><br>(C) a gerund<br><br>(D) an
> =
> adverb<br>
> <br>We went to a restaurant, and dinner was cook very bad.<br><br>The
> under=
> lined words in the sentence are an example of an error in<br><br>(A)
> =
> question formation<br><br>(B) relative clause
> formation=
> <br><br>(C) passive formation<br>
> <br>(D) command formation<br><br>Now I'm careful to use
> wo=
> rds like 'gerund,' which I didn't used to use,<br>because I
> kno=
> w they see it on the test.<br><br>Janet<br><br>-----Original
> Message-----<b=
> r>From: Assembly for the Teaching of English Grammar<br>
> [mailto:<a href=3D"mailto:[log in to unmask]"
> target=3D"_blank">ATEG@=
> LISTSERV.MUOHIO.EDU</a>] On Behalf Of Craig Hancock<br>Sent: Thursday,
> Dece=
> mber 11, 2008 4:53 PM<br>To: <a href=3D"mailto:[log in to unmask]"
> ta=
> rget=3D"_blank">[log in to unmask]</a><br>
> Subject: Re: Clause or Phrase<br><br>Janet,<br> These are wonderful
> qu=
> estions. Much of what I would say Bill covers,<br>so<br>I'll add a few
> =
> sidenotes. I have struggled through the same questions<br>and feel a
> little=
> more settled in my thinking.<br>
> I think it's so much more important to describe the structure
> tha=
> n it<br>is to put it in the "right" category. So looking closely
> =
> at these<br>non-finite structures and saying they usually are missing a
> sub=
> ject<br>
> (not always) and aren't grounded with finite verbs is probably the
> most=
> <br>important thing. My students seem OK with saying we'll call
> them<br=
>>clauses, but traditional grammar calls them phrases. I end up doing<br>
> somewhat the same thing with "gerund" as a term. I don't
> like=
> it, but<br>it's out there, and it helps to at least point out what
> the=
> word refers<br>to for the people who use it.<br> I start out with
> &qu=
> ot;the elements of the simple clause", so I cover<br>
> postnominal modification with prepositional phrases first and say
> there<br>=
> are other word groups in that slot that we'll cover later. That
> seems<b=
> r>to work for me. I sometimes postpone restrictive and non-restrictive<br>
> modification until later as well. Appositional phrases also fit in
> that<br>=
> slot, but I don't bring them in right away.<br> I think you
> mistak=
> enly ask about "Joe" as indirect object in
> your<br>cake<br>senten=
> ce. My guess is you meant "me". I like the multi-functional<br>
> analysis of functional gramamr for that one. From that view,
> the<br>transit=
> ivity system helps us represent the world. The clause gives
> us<br>processes=
> and participants and circumstances andestablishes participant<br>roles.
> We=
> also have systems in place for construing that event in<br>
> different ways. In passives, for example, the direct or indirect
> object<br>=
> gets shifted into the grammatical subject slot without changing
> their<br>re=
> al world roles. ("The cake was baked by Joe. I was baked the cake
> by<b=
> r>
> Joe." In both these cases, Joe is obviously still doing the
> baking.)<b=
> r>This can also give us a way to put different information in the
> usual<br>=
> given slot and in the clause ending slot we usually use for
> new<br>informat=
> ion. "Who was the cake for?" "The cake was baked for
> me.&quo=
> t;<br>
> "What did Joe bake you?" "Joe baked me a cake."
> &=
> nbsp;"Who baked the cake?<br>"The cake was baked by Joe."
> &n=
> bsp;Students seem to enjoy putting a clause<br>through its various
> permutat=
> ions and then reflecting on how that<br>
> "construes" the process. We can also say something like
> "Joe=
> baked all<br>night", or "Joe baked with great care", not
> be=
> cause we have stopped<br>understanding that "baking" means you
> ba=
> ke something and are probably<br>
> doing that for some sort of beneficiary, but because those elements
> are<br>=
> not always in focus. Even categories like "transitive"
> and<br>&qu=
> ot;intransitive" and "di-transitive" and "complex
> trans=
> itive" can be used<br>
> to talk about the verb itself as well as about the structure of
> a<br>partic=
> ular clause. Is "Joe baked all night" intransitive? I
> think<br>th=
> at's easier to understand if you realize the process hasn't
> changed=
> ,<br>
> but certain aspects of it are simply not in focus for the
> statement.<br>&nb=
> sp;I have found that most state tests for students have no
> real<br>knowledg=
> e<br>content to them. Even the phrasing of the standards is something
> like<=
> br>
> "Can puncutate sentences," never anything like "can
> identify=
> a<br>participle phrase" or "Can differentiate compound
> sentences=
> from<br>compound predicates." Even the SAT simply asks students to
> pi=
> ck a<br>
> version that seems more effective or more correct. It never asks
> for<br>ter=
> minology. Language, at least for students, is treated like
> a<br>behavior.<b=
> r> Are there teacher tests in your state?<br><br>Craig<br><br>How
> woul=
> d you analyze this: Once upon a time, there was a prince named<br>
>
> <blockquote class=3D"gmail_quote" style=3D"PADDING-LEFT: 1ex; MARGIN: 0px
> 0=
> px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">Joe.<br><br><br><br>Do you
> analy=
> ze a prince named Joe as a noun phrase with a participle<br>phrase
> modifyin=
> g the noun head, or as a participle clause? I've<br>
> </blockquote>always<br>
> <blockquote class=3D"gmail_quote" style=3D"PADDING-LEFT: 1ex; MARGIN: 0px
> 0=
> px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">called these non-finite
> construc=
> tions reduced clauses or participle<br>clauses, but I have run into a
> probl=
> em. In my grammar class for<br>
> pre-service teachers, I start with noun phrases. When I teach
> noun<br=
>>modification, I want to teach students about post-modification,
>> but<br></b=
> lockquote>they<br>
> <blockquote class=3D"gmail_quote" style=3D"PADDING-LEFT: 1ex; MARGIN: 0px
> 0=
> px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">really don't know anything
> a=
> bout finite and non-finite verbs yet, nor<br></blockquote>do<br>
> <blockquote class=3D"gmail_quote" style=3D"PADDING-LEFT: 1ex; MARGIN: 0px
> 0=
> px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">they know much about clauses.
> &n=
> bsp;So this semester, I decided I would<br></blockquote>just<br>
> <blockquote class=3D"gmail_quote" style=3D"PADDING-LEFT: 1ex; MARGIN: 0px
> 0=
> px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">call them participle phrases
> whi=
> ch modify nouns. But then I was in<br>trouble when we got to clauses
> =
> because I wanted to call then reduced<br>
> </blockquote>or<br>
> <blockquote class=3D"gmail_quote" style=3D"PADDING-LEFT: 1ex; MARGIN: 0px
> 0=
> px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">non-finite clauses. By
> tha=
> t time, the students knew enough to say<br></blockquote>"Hey<br>
> <blockquote class=3D"gmail_quote" style=3D"PADDING-LEFT: 1ex; MARGIN: 0px
> 0=
> px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">wait a minute! Didn't
> =
> you just tell us those were phrases?" At
> least<br></blockquote>I=
> <br>
> <blockquote class=3D"gmail_quote" style=3D"PADDING-LEFT: 1ex; MARGIN: 0px
> 0=
> px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">know they were listening in
> Octo=
> ber.<br><br><br><br>Also, do you call 'Joe' a retained object
> compl=
> ement, or is there a<br>
> better way to label this?<br><br><br><br>How about this: Joe baked a
> =
> cake for me. Can I just go ahead and<br></blockquote>call<br>
> <blockquote class=3D"gmail_quote" style=3D"PADDING-LEFT: 1ex; MARGIN: 0px
> 0=
> px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">'Joe' an indirect
> object=
> ? It means exactly the same this as Joe baked<br></blockquote>me<br>
> <blockquote class=3D"gmail_quote" style=3D"PADDING-LEFT: 1ex; MARGIN: 0px
> 0=
> px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">a cake.<br><br><br><br>This is
> a=
> n on-going problem for me, because, even though I try
> to<br></blockquote>te=
> ach<br>
>
> <blockquote class=3D"gmail_quote" style=3D"PADDING-LEFT: 1ex; MARGIN: 0px
> 0=
> px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">them a pretty straight forward
> d=
> escriptive-structural-functional view<br></blockquote>of<br>
> <blockquote class=3D"gmail_quote" style=3D"PADDING-LEFT: 1ex; MARGIN: 0px
> 0=
> px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">syntax (Quirk et al is my
> bible)=
> , with a little discussion of<br>prescriptivism thrown in so they'll
> kn=
> ow what to expect when they get<br>
> into the schools, I find that frequently there is more than one way
> to<br>a=
> nalyze a given structure. This disturbs my students. They want
> =
> to<br>know the 'right' way, and it better be the way that it is
> gon=
> g to show<br>
> up on the subject area test they have to take. Do you think there
> is<=
> br>any consensus on the 'best' grammar approach to teach
> pre-servic=
> e<br>teachers? This is not a trivial issue, since they have
> high-stak=
> es<br>
> tests (for themselves and their students) principals and parents
> in<br>thei=
> r futures.<br><br><br><br>Comments?<br><br><br><br>Janet
> Castilleja<br><br>=
> <br>To join or leave this LISTSERV list, please visit the list's
> web<br=
>>
> </blockquote>interface<br>
> <blockquote class=3D"gmail_quote" style=3D"PADDING-LEFT: 1ex; MARGIN: 0px
> 0=
> px 0px 0.8ex; BORDER-LEFT: #ccc 1px solid">at:<br> <a
> href=3D"h=
> ttp://listserv.muohio.edu/archives/ateg.html"
> target=3D"_blank">http://list=
> serv.muohio.edu/archives/ateg.html</a><br>
> and select "Join or leave the list"<br><br>Visit ATEG's web
> s=
> ite at <a href=3D"http://ateg.org/"
> target=3D"_blank">http://ateg.org/</a><=
> br><br></blockquote><br>To join or leave this LISTSERV list, please visit
> t=
> he list's web<br>
> interface at:<br> <a
> href=3D"http://listserv.muohio.edu/archive=
> s/ateg.html"
> target=3D"_blank">http://listserv.muohio.edu/archives/ateg.htm=
> l</a><br>and select "Join or leave the list"<br><br>Visit
> ATEG=
> 9;s web site at <a href=3D"http://ateg.org/"
> target=3D"_blank">http://ateg.=
> org/</a><br>
> <br>To join or leave this LISTSERV list, please visit the list's
> web<br=
>>interface at:<br> <a
>> href=3D"http://listserv.muohio.edu/archiv=
> es/ateg.html"
> target=3D"_blank">http://listserv.muohio.edu/archives/ateg.ht=
> ml</a><br>
> and select "Join or leave the list"<br><br>Visit ATEG's web
> s=
> ite at <a href=3D"http://ateg.org/"
> target=3D"_blank">http://ateg.org/</a><=
> br><br>To join or leave this LISTSERV list, please visit the list's
> web=
> interface at:<br>
> <a href=3D"http://listserv.muohio.edu/archives/ateg.html"
> targ=
> et=3D"_blank">http://listserv.muohio.edu/archives/ateg.html</a><br>and
> sele=
> ct "Join or leave the list"<br><br>Visit ATEG's web site at
> <=
> a href=3D"http://ateg.org/" target=3D"_blank">http://ateg.org/</a><br>
> </blockquote><br>To join or leave this LISTSERV list, please visit the
> list=
> 's web interface at:<br> <a
> href=3D"http://listserv.muohio.=
> edu/archives/ateg.html"
> target=3D"_blank">http://listserv.muohio.edu/archiv=
> es/ateg.html</a><br>
> and select "Join or leave the list"<br><br>Visit ATEG's web
> s=
> ite at <a href=3D"http://ateg.org/"
> target=3D"_blank">http://ateg.org/</a><=
> br><br><br></blockquote><br>To join or leave this LISTSERV list, please
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> it the list's web interface at:<br>
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> sele=
> ct "Join or leave the list"<br><br>Visit ATEG's web site at
> <=
> a href=3D"http://ateg.org/" target=3D"_blank">http://ateg.org/</a><br>
> </blockquote></div><br>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
> <p>
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>
> ------=_Part_30284_11826940.1229289016352--
>
> ------------------------------
>
> Date: Sun, 14 Dec 2008 14:03:38 -0800
> From: "Paul E. Doniger" <[log in to unmask]>
> Subject: Re: Engaging in the grammar trenches (was: Conservatives!)
>
> I think you're right, but I'd also add that there's a need for =
>
> --0-1483397165-1229292218=:13806
> Content-Type: text/plain; charset=iso-8859-1
> Content-Transfer-Encoding: quoted-printable
>
> Geoff,=0A=0AI think you're right, but I'd also add that there's a need for
> =
> grammar instruction in connection with the other parts of the Language
> Arts=
> umbrella besides just writing: Reading, Listening, Speaking, and Thinkng.
> =
> For example, I have found many times that grammatical analysis can help
> stu=
> dents understand literary texts (and have written about
> this).=0A=0APaul=0A=
> =A0"If this were play'd upon a stage now, I could condemn it as an
> improbab=
> le fiction" (_Twelfth Night_ 3.4.127-128).
> =0A=0A=0A=0A=0A_________________=
> _______________=0AFrom: Geoffrey Layton <[log in to unmask]>=0ATo:
> ATEG@=
> LISTSERV.MUOHIO.EDU=0ASent: Sunday, December 14, 2008 12:58:43
> PM=0ASubject=
> : Re: Engaging in the grammar trenches (was: Conservatives!)=0A=0AFrom the
> =
> situation you describe I think has arisen the "grammar in context" crowd,
> w=
> hich as Martha has pointed out is dedicated to teaching the same old
> gramma=
> r rules, but with a new and more "politically correct" name - i.e., one
> tha=
> t seems to respond to the NCTE injunction against grammar instruction.=A0
> T=
> he problem as I see it is not so much that students don't know their
> adverb=
> ials from their adjectivals, but that they don't know how to use the basic
> =
> structure/grammar of the language to create the meaning that they for the
> m=
> ost part are capable of.=A0 I think this goes back to the previous
> discussi=
> on where Bob brought up the structural deficiencies of basic writers and
> ho=
> w we as writing teachers have such great difficulties dealing with these
> pr=
> oblems.=0A=0AGeoff
> Layton=0A=0A=0A=0A________________________________=0ADat=
> e: Sun, 14 Dec 2008 08:28:03 -0800=0AFrom: [log in to unmask]:
> Re:=
> Engaging in the grammar trenches (was: Conservatives!)=0ATo:
> ATEG@LISTSERV=
> .MUOHIO.EDU=0A=0A=0AThis reminds me of the rather curious observations I
> ha=
> ve had over the past ten years or so: Most of my high school English
> teachi=
> ng peers=A0have commented on the lack of grammar teaching that their
> studen=
> ts have experienced (or seem to have lacked the experience of). Yet few of
> =
> them have the time or the interest=A0to=A0get involved in the conversation
> =
> (indeed, may don't seem to know that the conversation even exists). I know
> =
> that I have too many other pulls on my time and interests to devote as
> much=
> to these issues as I would like -- and I've been more involved than most
> o=
> f my peers (my long silences are due not to a lack of interest, but to a
> la=
> ck of time). And with the work load for teachers increasing as it seems to
> =
> be doing, it doesn't look like this will change at any time
> soon.=A0=0AAlso=
> , I think most uf us at the secondary level seem to believe (and perhaps
> ri=
> ghtly) that the issues of grammar (which they see as one of error
> correctio=
> n mostly) should have been dealt with in elementary and middle school. I
> be=
> lieve that unless elementary and middle school teachers are recruited more
> =
> dynamically into this conversation, change can't happen.=0A=A0=0AWhat are
> y=
> our thoughts & experiences? =0A=A0=0APaul D.=0A=0A=0A=A0"If this were
> play'=
> d upon a stage now, I could condemn it as an improbable fiction" (_Twelfth
> =
> Night_ 3.4.127-128).
> =0A=0A=0A=0A=0A________________________________=0AFrom=
> : Craig Hancock <[log in to unmask]>=0ATo:
> [log in to unmask]:=
> Sunday, December 14, 2008 9:20:24 AM=0ASubject: Re:
> Conservatives!=0A=0ABo=
> b,=0A=A0 I agree with some conservatives much more than I agree with
> others=
> . I=0Adon't like the views of grammar typical of "progressive" educators.=
> =0AThis sort of response doesn't help. I don't think "conservative" is
> a=0A=
> bad name.=0A=A0 ATEG is a conservative organization. Most of the
> conversati=
> on on list is=0Aabout whether something is "correct" or about how to
> classi=
> fy something,=0Ausually using structural or traditional grammar as the
> lens=
> . If you are=0Ainterested in alternative approaches, as I am, you can feel
> =
> somewhat=0Alonely. It's not just that people disagree with those views,
> but=
> that=0Athere's not the sort of robust discussion about them that there
> sho=
> uld=0Abe on a grammar list. As groups go, it's a conservative group.=0A=A0
> =
> If that's the case, it would make sense that many people would
> wonder=0Awhy=
> we need a scope and sequence. Don't they already exist? Isn't it
> a=0Amatte=
> r of just getting endorsement for the gramamr that's already out=0Athere?=
> =0A=A0 I don't agree with that position, but I can respect it. I can also
> t=
> ry=0Ato understand the nature of the difficulties involved in moving
> forwar=
> d=0Awith a scope and sequence throught ATEG.=0A=A0 1) NCTE is oppossed to
> i=
> t, and we are an NCTE subgroup.=0A=A0 2) Most people on ATEG adhere to
> pers=
> pectives on gramamr that are=0Aalready somewhat established (even if their
> =
> teaching is not.) Frankly, I=0Athink we would be much better off if we
> went=
> back to the teaching of=0Agrammar I was given growing up, but we don't
> nec=
> essarily have to do=0Athat. A great deal has happened since the 1950's,
> muc=
> h of it so much=0Amore friendly to applications in reading and
> writing.=0A=
> =0ACraig>=0A=0AWhat an=A0 interesting way of characterizing views of
> gramma=
> r that disagree=0A> with your own!=0A>=0A> Craig writes:=0A>=0A> My own
> ten=
> dency has been to lobby for new=A0 ways of looking at grammar, but=0A>
> ATEG=
> has long been an organization made=0A> up of people with fairly
> conservati=
> ve (not regressive, not by a long=0A> shot) views.=A0 This was hard on me
> b=
> ecause I felt I had a lot invested in=0A> the project, but would be asked
> t=
> o shut out from the conversation the=0A> new possibilities in grammar that
> =
> excite me the most.=0A>=0A> ****=0A> Of course, there is no hostility in
> ch=
> aracterizing others views with the=0A> term "fairly conservative."=0A>=0A>
> =
> Craig, I appreciate such an honest appraisal of others views of the
> nature=
> =0A> of language.=0A>=0A> Bob Yates, University of Central
> Missouri=0A>=0A>=
> To join or leave this LISTSERV list, please visit the list's web
> interface=
> =0A> at:=0A>=A0 =A0 =A0 http://listserv.muohio.edu/archives/ateg.html=0A>
> a=
> nd select "Join or leave the list"=0A>=0A> Visit ATEG's web site at
> http://=
> ateg.org/=0A>=0A=0ATo join or leave this LISTSERV list, please visit the
> li=
> st's web interface at:=0A=A0 =A0
> http://listserv.muohio.edu/archives/ateg.h=
> tml=0Aand select "Join or leave the list"=0A=0AVisit ATEG's web site at
> htt=
> p://ateg.org/=0ATo join or leave this LISTSERV list, please visit the
> list'=
> s web interface at: http://listserv.muohio.edu/archives/ateg.html and
> selec=
> t "Join or leave the list" Visit ATEG's web site at
> http://ateg.org/=0A=0A_=
> _______________________________=0ASend e-mail faster without improving
> your=
> typing skills. Get your Hotmail=AE account. To join or leave this
> LISTSERV=
> list, please visit the list's web interface at:
> http://listserv.muohio.edu=
> /archives/ateg.html and select "Join or leave the list" =0AVisit ATEG's
> web=
> site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
> --0-1483397165-1229292218=:13806
> Content-Type: text/html; charset=iso-8859-1
> Content-Transfer-Encoding: quoted-printable
>
> <html><head><style type=3D"text/css"><!-- DIV {margin:0px;}
> --></style></he=
> ad><body><div style=3D"font-family:verdana, helvetica,
> sans-serif;font-size=
> :10pt"><DIV></DIV>=0A<DIV>Geoff,</DIV>=0A<DIV> </DIV>=0A<DIV>I think
> y=
> ou're right, but I'd also add that there's a need for grammar instruction
> i=
> n connection with the other parts of the Language Arts umbrella besides
> jus=
> t writing: Reading, Listening, Speaking, and Thinkng. For example, I have
> f=
> ound many times that grammatical analysis can help students understand
> lite=
> rary texts (and have written about
> this).</DIV>=0A<DIV> </DIV>=0A<DIV>=
> Paul<BR> </DIV>"If this were play'd upon a stage now, I could condemn
> =
> it as an improbable fiction" (_Twelfth Night_
> 3.4.127-128).=0A<DIV><BR></DI=
> V>=0A<DIV style=3D"FONT-SIZE: 10pt; FONT-FAMILY: verdana, helvetica,
> sans-s=
> erif"><BR>=0A<DIV style=3D"FONT-SIZE: 12pt; FONT-FAMILY: times new roman,
> n=
> ew york, times, serif"><FONT face=3DTahoma size=3D2>=0A<HR
> SIZE=3D1>=0A<B><=
> SPAN style=3D"FONT-WEIGHT: bold">From:</SPAN></B> Geoffrey Layton
> <write=
> [log in to unmask]><BR><B><SPAN style=3D"FONT-WEIGHT:
> bold">To:</SPAN></B>=
> [log in to unmask]<BR><B><SPAN style=3D"FONT-WEIGHT:
> bold">Sent:</SP=
> AN></B> Sunday, December 14, 2008 12:58:43 PM<BR><B><SPAN
> style=3D"FONT-WEI=
> GHT: bold">Subject:</SPAN></B> Re: Engaging in the grammar trenches (was:
> C=
> onservatives!)<BR></FONT><BR>=0A<STYLE>=0A.hmmessage
> P=0A{=0Amargin:0px;pad=
> ding:0px;}=0Abody.hmmessage=0A{=0Afont-size:10pt;font-family:Verdana;}=0A</=
> STYLE>=0AFrom the situation you describe I think has arisen the "grammar
> in=
> context" crowd, which as Martha has pointed out is dedicated to teaching
> t=
> he same old grammar rules, but with a new and more "politically correct"
> na=
> me - i.e., one that seems to respond to the NCTE injunction against
> grammar=
> instruction. The problem as I see it is not so much that students
> do=
> n't know their adverbials from their adjectivals, but that they don't know
> =
> how to use the basic structure/grammar of the language to create the
> meanin=
> g that they for the most part are capable of. I think this goes back
> =
> to the previous discussion where Bob brought up the structural
> deficiencies=
> of basic writers and how we as writing teachers have such great
> difficulti=
> es dealing with these problems.<BR><BR>Geoff Layton<BR><BR><BR><BR>=0A<HR
> i=
> d=3DstopSpelling>=0ADate: Sun, 14 Dec 2008 08:28:03 -0800<BR>From:
> pdoniger=
> @SNET.NET<BR>Subject: Re: Engaging in the grammar trenches (was:
> Conservati=
> ves!)<BR>To: [log in to unmask]<BR><BR>=0A<STYLE>=0A.ExternalClass
> DI=
> V=0A{}=0A</STYLE>=0A=0A<DIV style=3D"FONT-SIZE: 12pt; FONT-FAMILY: bookman
> =
> old style, new york, times, serif">=0A<DIV></DIV>=0A<DIV><FONT
> face=3DVerda=
> na>This reminds me of the rather curious observations I have had over the
> p=
> ast ten years or so: Most of my high school English teaching
> peers hav=
> e commented on the lack of grammar teaching that their students have
> experi=
> enced (or seem to have lacked the experience of). Yet few of them have the
> =
> time or the interest to get involved in the conversation
> (indeed,=
> may don't seem to know that the conversation even exists). I know that I
> h=
> ave too many other pulls on my time and interests to devote as much to
> thes=
> e issues as I would like -- and I've been more involved than most of my
> pee=
> rs (my long silences are due not to a lack of interest, but to a lack of
> ti=
> me). And with the work load for teachers increasing as it seems to be
> doing=
> , it doesn't look like this will change at any time
> soon.</FONT></DIV><FONT=
> face=3DVerdana></FONT> <BR><FONT face=3DVerdana>Also, I think most
> uf=
> us at the secondary level seem to believe (and
> perhaps rightly) that the issues of grammar (which they see as one of
> erro=
> r correction mostly) should have been dealt with in elementary and middle
> s=
> chool. I believe that unless elementary and middle school teachers are
> recr=
> uited more dynamically into this conversation, change can't
> happen.</FONT><=
> BR><FONT face=3DVerdana></FONT> <BR><FONT face=3DVerdana>What are
> your=
> thoughts & experiences? </FONT><BR><FONT
> face=3DVerdana></FONT> <=
> BR><FONT face=3DVerdana>Paul D.</FONT><BR>=0A<DIV><BR> </DIV><FONT
> siz=
> e=3D2>"If this were play'd upon a stage now, I could condemn it as an
> impro=
> bable fiction" (_Twelfth Night_ 3.4.127-128).</FONT>
> =0A<DIV><BR></DIV>=0A<=
> DIV style=3D"FONT-SIZE: 12pt; FONT-FAMILY: bookman old style, new york,
> tim=
> es, serif"><BR>=0A<DIV style=3D"FONT-SIZE: 12pt; FONT-FAMILY: bookman old
> s=
> tyle, new york, times, serif"><FONT face=3DTahoma size=3D2>=0A<HR
> SIZE=3D1>=
> =0A<B><SPAN style=3D"FONT-WEIGHT: bold">From:</SPAN></B> Craig Hancock
> <=
> [log in to unmask]><BR><B><SPAN style=3D"FONT-WEIGHT:
> bold">To:</SPAN></=
> B> [log in to unmask]<BR><B><SPAN style=3D"FONT-WEIGHT:
> bold">Sent:</=
> SPAN></B> Sunday, December 14, 2008 9:20:24 AM<BR><B><SPAN
> style=3D"FONT-WE=
> IGHT: bold">Subject:</SPAN></B> Re:
> Conservatives!<BR></FONT><BR>Bob,<BR>&n=
> bsp; I agree with some conservatives much more than I agree with others.
> I<=
> BR>don't like the views of grammar typical of "progressive"
> educators.<BR>T=
> his sort of response doesn't help. I don't think "conservative" is
> a<BR>bad=
> name.<BR> ATEG is a conservative organization. Most of the
> conversat=
> ion on list is<BR>about whether something is "correct" or about how to
> clas=
> sify something,<BR>usually using structural or traditional grammar as the
> l=
> ens. If you are<BR>interested in alternative approaches, as I am, you can
> f=
> eel somewhat<BR>lonely. It's not just that people disagree with those
> views=
> ,
> but that<BR>there's not the sort of robust discussion about them that
> ther=
> e should<BR>be on a grammar list. As groups go, it's a conservative
> group.<=
> BR> If that's the case, it would make sense that many people would
> wo=
> nder<BR>why we need a scope and sequence. Don't they already exist? Isn't
> i=
> t a<BR>matter of just getting endorsement for the gramamr that's already
> ou=
> t<BR>there?<BR> I don't agree with that position, but I can respect
> i=
> t. I can also try<BR>to understand the nature of the difficulties involved
> =
> in moving forward<BR>with a scope and sequence throught ATEG.<BR> 1)
> =
> NCTE is oppossed to it, and we are an NCTE subgroup.<BR> 2) Most
> peop=
> le on ATEG adhere to perspectives on gramamr that are<BR>already somewhat
> e=
> stablished (even if their teaching is not.) Frankly, I<BR>think we would
> be=
> much better off if we went back to the teaching of<BR>grammar I was given
> =
> growing up, but we don't necessarily have to do<BR>that. A great
> deal has happened since the 1950's, much of it so much<BR>more friendly
> to=
> applications in reading and writing.<BR><BR>Craig><BR><BR>What
> an =
> interesting way of characterizing views of grammar that disagree<BR>>
> w=
> ith your own!<BR>><BR>> Craig writes:<BR>><BR>> My own
> tendency=
> has been to lobby for new ways of looking at grammar, but<BR>>
> AT=
> EG has long been an organization made<BR>> up of people with fairly
> cons=
> ervative (not regressive, not by a long<BR>> shot) views. This
> was=
> hard on me because I felt I had a lot invested in<BR>> the project,
> but=
> would be asked to shut out from the conversation the<BR>> new
> possibili=
> ties in grammar that excite me the most.<BR>><BR>> ****<BR>> Of
> co=
> urse, there is no hostility in characterizing others views with
> the<BR>>=
> term "fairly conservative."<BR>><BR>> Craig, I appreciate such an
> ho=
> nest appraisal of others views of the nature<BR>> of
> language.<BR>><BR>> Bob Yates, University of Central
> Missouri<BR>>=
> ;<BR>> To join or leave this LISTSERV list, please visit the list's web
> =
> interface<BR>> at:<BR>> <A
> href=3D"http://listser=
> v.muohio.edu/archives/ateg.html" target=3D_blank
> rel=3Dnofollow>http://list=
> serv.muohio.edu/archives/ateg.html</A><BR>> and select "Join or leave
> th=
> e list"<BR>><BR>> Visit ATEG's web site at <A
> href=3D"http://ateg.org=
> /" target=3D_blank rel=3Dnofollow>http://ateg.org/</A><BR>><BR><BR>To
> jo=
> in or leave this LISTSERV list, please visit the list's web interface
> at:<B=
> R> <A href=3D"http://listserv.muohio.edu/archives/ateg.html"
> t=
> arget=3D_blank
> rel=3Dnofollow>http://listserv.muohio.edu/archives/ateg.html=
> </A><BR>and select "Join or leave the list"<BR><BR>Visit ATEG's web site
> at=
> <A href=3D"http://ateg.org/" target=3D_blank
> rel=3Dnofollow>http://ateg.or=
> g/</A><BR></DIV></DIV></DIV>To join or leave this LISTSERV list, please
> vis=
> it the list's web
> interface at: http://listserv.muohio.edu/archives/ateg.html and select
> "Jo=
> in or leave the list" Visit ATEG's web site at
> http://ateg.org/<BR><BR>=0A<=
> HR>=0ASend e-mail faster without improving your typing skills. <A
> href=3D"h=
> ttp://windowslive.com/Explore/hotmail?ocid=3DTXT_TAGLM_WL_hotmail_acq_speed=
> _122008" target=3D_blank rel=3Dnofollow>Get your Hotmail=AE account.</A>
> To=
> join or leave this LISTSERV list, please visit the list's web interface
> at=
> : http://listserv.muohio.edu/archives/ateg.html and select "Join or leave
> t=
> he list" =0A<P>Visit ATEG's web site at
> http://ateg.org/</P></DIV></DIV></d=
> iv></body></html>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
> <p>
> Visit ATEG's web site at http://ateg.org/
> --0-1483397165-1229292218=:13806--
>
> ------------------------------
>
> Date: Sun, 14 Dec 2008 18:27:01 -0600
> From: Geoffrey Layton <[log in to unmask]>
> Subject: Re: Engaging in the grammar trenches (was: Conservatives!)
>
> --_ffa8e79f-34aa-45d4-b3ec-2382c9dcda9d_
> Content-Type: text/plain; charset="iso-8859-1"
> Content-Transfer-Encoding: quoted-printable
>
>
> Paul - Yes=2C of course you're right! I think that grammar has been so
> mar=
> ginalized that people don't recognize its vital importance to the entire
> ra=
> nge of language arts - that which allows you to write also allows you to
> re=
> ad and all of the other creative acts you mention - including thinking!
> In=
> fact=2C I've got an upcoming gig to speak at the College English
> Associati=
> on. Topic - "Thinking in the Context of Grammar"! Should be interesting.
> =
> Any and all advice accepted!Geoff Layton
>
> Date: Sun=2C 14 Dec 2008 14:03:38 -0800From: [log in to unmask]: Re:
> =
> Engaging in the grammar trenches (was: Conservatives!)To:
> [log in to unmask]
> HIO.EDU
>
>
>
>
> Geoff=2C
> =20
> I think you're right=2C but I'd also add that there's a need for grammar
> in=
> struction in connection with the other parts of the Language Arts umbrella
> =
> besides just writing: Reading=2C Listening=2C Speaking=2C and Thinkng. For
> =
> example=2C I have found many times that grammatical analysis can help
> stude=
> nts understand literary texts (and have written about this).
> =20
> Paul "If this were play'd upon a stage now=2C I could condemn it as an
> impr=
> obable fiction" (_Twelfth Night_ 3.4.127-128).=20
>
>
>
>
> From: Geoffrey Layton <[log in to unmask]>To:
> [log in to unmask]
> nt: Sunday=2C December 14=2C 2008 12:58:43 PMSubject: Re: Engaging in the
> g=
> rammar trenches (was: Conservatives!)
>
> From the situation you describe I think has arisen the "grammar in
> context"=
> crowd=2C which as Martha has pointed out is dedicated to teaching the
> same=
> old grammar rules=2C but with a new and more "politically correct" name -
> =
> i.e.=2C one that seems to respond to the NCTE injunction against grammar
> in=
> struction. The problem as I see it is not so much that students don't
> know=
> their adverbials from their adjectivals=2C but that they don't know how
> to=
> use the basic structure/grammar of the language to create the meaning
> that=
> they for the most part are capable of. I think this goes back to the
> prev=
> ious discussion where Bob brought up the structural deficiencies of basic
> w=
> riters and how we as writing teachers have such great difficulties dealing
> =
> with these problems.Geoff Layton
>
> Date: Sun=2C 14 Dec 2008 08:28:03 -0800From: [log in to unmask]: Re:
> =
> Engaging in the grammar trenches (was: Conservatives!)To:
> [log in to unmask]
> HIO.EDU
>
>
>
>
> This reminds me of the rather curious observations I have had over the
> past=
> ten years or so: Most of my high school English teaching peers have
> commen=
> ted on the lack of grammar teaching that their students have experienced
> (o=
> r seem to have lacked the experience of). Yet few of them have the time or
> =
> the interest to get involved in the conversation (indeed=2C may don't seem
> =
> to know that the conversation even exists). I know that I have too many
> oth=
> er pulls on my time and interests to devote as much to these issues as I
> wo=
> uld like -- and I've been more involved than most of my peers (my long
> sile=
> nces are due not to a lack of interest=2C but to a lack of time). And with
> =
> the work load for teachers increasing as it seems to be doing=2C it
> doesn't=
> look like this will change at any time soon. Also=2C I think most uf us
> at=
> the secondary level seem to believe (and perhaps rightly) that the issues
> =
> of grammar (which they see as one of error correction mostly) should have
> b=
> een dealt with in elementary and middle school. I believe that unless
> eleme=
> ntary and middle school teachers are recruited more dynamically into this
> c=
> onversation=2C change can't happen. What are your thoughts & experiences?
> =
> Paul D.
> "If this were play'd upon a stage now=2C I could condemn it as an
> improbab=
> le fiction" (_Twelfth Night_ 3.4.127-128).=20
>
>
>
>
> From: Craig Hancock <[log in to unmask]>To: [log in to unmask]:
> S=
> unday=2C December 14=2C 2008 9:20:24 AMSubject: Re: Conservatives!Bob=2C
> I=
> agree with some conservatives much more than I agree with others. Idon't
> l=
> ike the views of grammar typical of "progressive" educators.This sort of
> re=
> sponse doesn't help. I don't think "conservative" is abad name. ATEG is a
> =
> conservative organization. Most of the conversation on list isabout
> whether=
> something is "correct" or about how to classify something=2Cusually using
> =
> structural or traditional grammar as the lens. If you areinterested in
> alte=
> rnative approaches=2C as I am=2C you can feel somewhatlonely. It's not
> just=
> that people disagree with those views=2C but thatthere's not the sort of
> r=
> obust discussion about them that there shouldbe on a grammar list. As
> group=
> s go=2C it's a conservative group. If that's the case=2C it would make
> sen=
> se that many people would wonderwhy we need a scope and sequence. Don't
> the=
> y already exist? Isn't it amatter of just getting endorsement for the
> grama=
> mr that's already outthere? I don't agree with that position=2C but I can
> =
> respect it. I can also tryto understand the nature of the difficulties
> invo=
> lved in moving forwardwith a scope and sequence throught ATEG. 1) NCTE is
> =
> oppossed to it=2C and we are an NCTE subgroup. 2) Most people on ATEG
> adhe=
> re to perspectives on gramamr that arealready somewhat established (even
> if=
> their teaching is not.) Frankly=2C Ithink we would be much better off if
> w=
> e went back to the teaching ofgrammar I was given growing up=2C but we
> don'=
> t necessarily have to dothat. A great deal has happened since the
> 1950's=2C=
> much of it so muchmore friendly to applications in reading and
> writing.Cra=
> ig>What an interesting way of characterizing views of grammar that
> disagre=
> e> with your own!>> Craig writes:>> My own tendency has been to lobby for
> n=
> ew ways of looking at grammar=2C but> ATEG has long been an organization
> m=
> ade> up of people with fairly conservative (not regressive=2C not by a
> long=
>> shot) views. This was hard on me because I felt I had a lot invested
>> in>=
> the project=2C but would be asked to shut out from the conversation the>
> n=
> ew possibilities in grammar that excite me the most.>> ****> Of course=2C
> t=
> here is no hostility in characterizing others views with the> term "fairly
> =
> conservative.">> Craig=2C I appreciate such an honest appraisal of others
> v=
> iews of the nature> of language.>> Bob Yates=2C University of Central
> Misso=
> uri>> To join or leave this LISTSERV list=2C please visit the list's web
> in=
> terface> at:> http://listserv.muohio.edu/archives/ateg.html> and
> selec=
> t "Join or leave the list">> Visit ATEG's web site at http://ateg.org/>To
> j=
> oin or leave this LISTSERV list=2C please visit the list's web interface
> at=
> : http://listserv.muohio.edu/archives/ateg.htmland select "Join or
> leave=
> the list"Visit ATEG's web site at http://ateg.org/To join or leave this
> LI=
> STSERV list=2C please visit the list's web interface at:
> http://listserv.mu=
> ohio.edu/archives/ateg.html and select "Join or leave the list" Visit
> ATEG'=
> s web site at http://ateg.org/
>
> Send e-mail faster without improving your typing skills. Get your Hotmail=
> =AE account. To join or leave this LISTSERV list=2C please visit the
> list's=
> web interface at: http://listserv.muohio.edu/archives/ateg.html and
> select=
> "Join or leave the list"=20
> Visit ATEG's web site at http://ateg.org/To join or leave this LISTSERV
> lis=
> t=2C please visit the list's web interface at:
> http://listserv.muohio.edu/a=
> rchives/ateg.html and select "Join or leave the list"=20
> Visit ATEG's web site at http://ateg.org/
> _________________________________________________________________
> You live life online. So we put Windows on the web.=20
> http://clk.atdmt.com/MRT/go/127032869/direct/01/=
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
> --_ffa8e79f-34aa-45d4-b3ec-2382c9dcda9d_
> Content-Type: text/html; charset="iso-8859-1"
> Content-Transfer-Encoding: quoted-printable
>
> <html>
> <head>
> <style>
> .hmmessage P
> {
> margin:0px=3B
> padding:0px
> }
> body.hmmessage
> {
> font-size: 10pt=3B
> font-family:Verdana
> }
> </style>
> </head>
> <body class=3D'hmmessage'>
> Paul - Yes=2C of course you're right! =3B I think that grammar
> has =
> =3Bbeen so marginalized that people don't recognize its vital importance
> to=
> the entire range of language arts - that which allows you to write also
> al=
> lows you to read and all of the other =3Bcreative acts =3Byou
> menti=
> on - including thinking! =3B In fact=2C I've got an upcoming gig to
> spe=
> ak at the College English Association. Topic - "Thinking in the Context of
> =
> Grammar"! =3B Should be interesting. =3B Any and all advice
> accepte=
> d!<BR><BR>Geoff Layton<BR><BR><BR><BR>
> <HR id=3DstopSpelling>
> Date: Sun=2C 14 Dec 2008 14:03:38 -0800<BR>From:
> [log in to unmask]<BR>Subje=
> ct: Re: Engaging in the grammar trenches (was: Conservatives!)<BR>To:
> ATEG@=
> LISTSERV.MUOHIO.EDU<BR><BR>
> <STYLE>
> .ExternalClass DIV
> {=3B}
> </STYLE>
>
> <DIV style=3D"FONT-SIZE: 10pt=3B FONT-FAMILY: verdana=2C helvetica=2C
> sans-=
> serif">
> <DIV></DIV>
> <DIV>Geoff=2C</DIV>
> <DIV> =3B</DIV>
> <DIV>I think you're right=2C but I'd also add that there's a need for
> gramm=
> ar instruction in connection with the other parts of the Language Arts
> umbr=
> ella besides just writing: Reading=2C Listening=2C Speaking=2C and
> Thinkng.=
> For example=2C I have found many times that grammatical analysis can help
> =
> students understand literary texts (and have written about this).</DIV>
> <DIV> =3B</DIV>
> <DIV>Paul<BR> =3B</DIV>"If this were play'd upon a stage now=2C I
> could=
> condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).=20
> <DIV><BR></DIV>
> <DIV style=3D"FONT-SIZE: 10pt=3B FONT-FAMILY: verdana=2C helvetica=2C
> sans-=
> serif"><BR>
> <DIV style=3D"FONT-SIZE: 12pt=3B FONT-FAMILY: times new roman=2C new york=
> =2C times=2C serif"><FONT face=3DTahoma size=3D2>
> <HR SIZE=3D1>
> <B><SPAN style=3D"FONT-WEIGHT: bold">From:</SPAN></B> Geoffrey Layton <=
> [log in to unmask]>=3B<BR><B><SPAN style=3D"FONT-WEIGHT:
> bold">To:<=
> /SPAN></B> [log in to unmask]<BR><B><SPAN style=3D"FONT-WEIGHT:
> bold"=
>>Sent:</SPAN></B> Sunday=2C December 14=2C 2008 12:58:43 PM<BR><B><SPAN
>> sty=
> le=3D"FONT-WEIGHT: bold">Subject:</SPAN></B> Re: Engaging in the grammar
> tr=
> enches (was: Conservatives!)<BR></FONT><BR>
> <STYLE>
> .ExternalClass .EC_hmmessage P
> {padding:0px=3B}
> .ExternalClass body.EC_hmmessage
> {font-size:10pt=3Bfont-family:Verdana=3B}
> </STYLE>
> From the situation you describe I think has arisen the "grammar in
> context"=
> crowd=2C which as Martha has pointed out is dedicated to teaching the
> same=
> old grammar rules=2C but with a new and more "politically correct" name -
> =
> i.e.=2C one that seems to respond to the NCTE injunction against grammar
> in=
> struction. =3B The problem as I see it is not so much that students
> don=
> 't know their adverbials from their adjectivals=2C but that they don't
> know=
> how to use the basic structure/grammar of the language to create the
> meani=
> ng that they for the most part are capable of. =3B I think this goes
> ba=
> ck to the previous discussion where Bob brought up the structural
> deficienc=
> ies of basic writers and how we as writing teachers have such great
> difficu=
> lties dealing with these problems.<BR><BR>Geoff Layton<BR><BR><BR><BR>
> <HR id=3DEC_stopSpelling>
> Date: Sun=2C 14 Dec 2008 08:28:03 -0800<BR>From:
> [log in to unmask]<BR>Subje=
> ct: Re: Engaging in the grammar trenches (was: Conservatives!)<BR>To:
> ATEG@=
> LISTSERV.MUOHIO.EDU<BR><BR>
> <STYLE>
> .ExternalClass DIV
> {=3B}
> </STYLE>
>
> <DIV style=3D"FONT-SIZE: 12pt=3B FONT-FAMILY: bookman old style=2C new
> york=
> =2C times=2C serif">
> <DIV></DIV>
> <DIV><FONT face=3DVerdana>This reminds me of the rather curious
> observation=
> s I have had over the past ten years or so: Most of my high school English
> =
> teaching peers =3Bhave commented on the lack of grammar teaching that
> t=
> heir students have experienced (or seem to have lacked the experience of).
> =
> Yet few of them have the time or the interest =3Bto =3Bget
> involved=
> in the conversation (indeed=2C may don't seem to know that the
> conversatio=
> n even exists). I know that I have too many other pulls on my time and
> inte=
> rests to devote as much to these issues as I would like -- and I've been
> mo=
> re involved than most of my peers (my long silences are due not to a lack
> o=
> f interest=2C but to a lack of time). And with the work load for teachers
> i=
> ncreasing as it seems to be doing=2C it doesn't look like this will change
> =
> at any time soon.</FONT></DIV><FONT
> face=3DVerdana></FONT> =3B<BR><FONT=
> face=3DVerdana>Also=2C I think most uf us at the secondary level seem to
> b=
> elieve (and perhaps rightly) that the issues of grammar (which they see as
> =
> one of error correction mostly) should have been dealt with in elementary
> a=
> nd middle school. I believe that unless elementary and middle school
> teache=
> rs are recruited more dynamically into this conversation=2C change can't
> ha=
> ppen.</FONT><BR><FONT face=3DVerdana></FONT> =3B<BR><FONT
> face=3DVerdan=
> a>What are your thoughts &=3B experiences? </FONT><BR><FONT
> face=3DVerda=
> na></FONT> =3B<BR><FONT face=3DVerdana>Paul D.</FONT><BR>
> <DIV><BR> =3B</DIV><FONT size=3D2>"If this were play'd upon a stage
> now=
> =2C I could condemn it as an improbable fiction" (_Twelfth Night_
> 3.4.127-1=
> 28).</FONT>=20
> <DIV><BR></DIV>
> <DIV style=3D"FONT-SIZE: 12pt=3B FONT-FAMILY: bookman old style=2C new
> york=
> =2C times=2C serif"><BR>
> <DIV style=3D"FONT-SIZE: 12pt=3B FONT-FAMILY: bookman old style=2C new
> york=
> =2C times=2C serif"><FONT face=3DTahoma size=3D2>
> <HR SIZE=3D1>
> <B><SPAN style=3D"FONT-WEIGHT: bold">From:</SPAN></B> Craig Hancock
> <=3Bh=
> [log in to unmask]>=3B<BR><B><SPAN style=3D"FONT-WEIGHT:
> bold">To:</SPAN><=
> /B> [log in to unmask]<BR><B><SPAN style=3D"FONT-WEIGHT:
> bold">Sent:<=
> /SPAN></B> Sunday=2C December 14=2C 2008 9:20:24 AM<BR><B><SPAN
> style=3D"FO=
> NT-WEIGHT: bold">Subject:</SPAN></B> Re: Conservatives!<BR></FONT><BR>Bob=
> =2C<BR> =3B I agree with some conservatives much more than I agree
> with=
> others. I<BR>don't like the views of grammar typical of "progressive"
> educ=
> ators.<BR>This sort of response doesn't help. I don't think "conservative"
> =
> is a<BR>bad name.<BR> =3B ATEG is a conservative organization. Most of
> =
> the conversation on list is<BR>about whether something is "correct" or
> abou=
> t how to classify something=2C<BR>usually using structural or traditional
> g=
> rammar as the lens. If you are<BR>interested in alternative approaches=2C
> a=
> s I am=2C you can feel somewhat<BR>lonely. It's not just that people
> disagr=
> ee with those views=2C but that<BR>there's not the sort of robust
> discussio=
> n about them that there should<BR>be on a grammar list. As groups go=2C
> it'=
> s a conservative group.<BR> =3B If that's the case=2C it would make
> sen=
> se that many people would wonder<BR>why we need a scope and sequence.
> Don't=
> they already exist? Isn't it a<BR>matter of just getting endorsement for
> t=
> he gramamr that's already out<BR>there?<BR> =3B I don't agree with
> that=
> position=2C but I can respect it. I can also try<BR>to understand the
> natu=
> re of the difficulties involved in moving forward<BR>with a scope and
> seque=
> nce throught ATEG.<BR> =3B 1) NCTE is oppossed to it=2C and we are an
> N=
> CTE subgroup.<BR> =3B 2) Most people on ATEG adhere to perspectives on
> =
> gramamr that are<BR>already somewhat established (even if their teaching
> is=
> not.) Frankly=2C I<BR>think we would be much better off if we went back
> to=
> the teaching of<BR>grammar I was given growing up=2C but we don't
> necessar=
> ily have to do<BR>that. A great deal has happened since the 1950's=2C much
> =
> of it so much<BR>more friendly to applications in reading and
> writing.<BR><=
> BR>Craig>=3B<BR><BR>What an =3B interesting way of characterizing
> vie=
> ws of grammar that disagree<BR>>=3B with your own!<BR>>=3B<BR>>=3B
> Cr=
> aig writes:<BR>>=3B<BR>>=3B My own tendency has been to lobby for
> new&n=
> bsp=3B ways of looking at grammar=2C but<BR>>=3B ATEG has long been an
> or=
> ganization made<BR>>=3B up of people with fairly conservative (not
> regres=
> sive=2C not by a long<BR>>=3B shot) views. =3B This was hard on me
> be=
> cause I felt I had a lot invested in<BR>>=3B the project=2C but would be
> =
> asked to shut out from the conversation the<BR>>=3B new possibilities in
> =
> grammar that excite me the most.<BR>>=3B<BR>>=3B ****<BR>>=3B Of
> cour=
> se=2C there is no hostility in characterizing others views with
> the<BR>>=
> =3B term "fairly conservative."<BR>>=3B<BR>>=3B Craig=2C I appreciate
> s=
> uch an honest appraisal of others views of the nature<BR>>=3B of
> language=
> .<BR>>=3B<BR>>=3B Bob Yates=2C University of Central
> Missouri<BR>>=3B=
> <BR>>=3B To join or leave this LISTSERV list=2C please visit the list's
> w=
> eb interface<BR>>=3B at:<BR>>=3B =3B  =3B  =3B <A
> href=3D"h=
> ttp://listserv.muohio.edu/archives/ateg.html"
> rel=3Dnofollow>http://listser=
> v.muohio.edu/archives/ateg.html</A><BR>>=3B and select "Join or leave
> the=
> list"<BR>>=3B<BR>>=3B Visit ATEG's web site at <A
> href=3D"http://ateg.=
> org/" rel=3Dnofollow>http://ateg.org/</A><BR>>=3B<BR><BR>To join or
> leave=
> this LISTSERV list=2C please visit the list's web interface at:<BR> =
> =3B  =3B <A href=3D"http://listserv.muohio.edu/archives/ateg.html"
> rel=
> =3Dnofollow>http://listserv.muohio.edu/archives/ateg.html</A><BR>and
> select=
> "Join or leave the list"<BR><BR>Visit ATEG's web site at <A
> href=3D"http:/=
> /ateg.org/" rel=3Dnofollow>http://ateg.org/</A><BR></DIV></DIV></DIV>To
> joi=
> n or leave this LISTSERV list=2C please visit the list's web interface at:
> =
> http://listserv.muohio.edu/archives/ateg.html and select "Join or leave
> the=
> list" Visit ATEG's web site at http://ateg.org/<BR><BR>
> <HR>
> Send e-mail faster without improving your typing skills. <A
> href=3D"http://=
> windowslive.com/Explore/hotmail?ocid=3DTXT_TAGLM_WL_hotmail_acq_speed_12200=
> 8" rel=3Dnofollow>Get your Hotmail=AE account.</A> To join or leave this
> LI=
> STSERV list=2C please visit the list's web interface at:
> http://listserv.mu=
> ohio.edu/archives/ateg.html and select "Join or leave the list"=20
> Visit ATEG's web site at http://ateg.org/<BR></DIV></DIV></DIV>To join or
> l=
> eave this LISTSERV list=2C please visit the list's web interface at:
> http:/=
> /listserv.muohio.edu/archives/ateg.html and select "Join or leave the
> list"=
> =20
> Visit ATEG's web site at http://ateg.org/<BR><br /><hr />You live life
> onli=
> ne. So we put Windows on the web. <a
> href=3D'http://clk.atdmt.com/MRT/go/1=
> 27032869/direct/01/' target=3D'_new'>Learn more about Windows Live
> </a></bo=
> dy>
> </html>=
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
> <p>
> Visit ATEG's web site at http://ateg.org/
>
> --_ffa8e79f-34aa-45d4-b3ec-2382c9dcda9d_--
>
> ------------------------------
>
> Date: Sun, 14 Dec 2008 18:28:47 -0600
> From: Geoffrey Layton <[log in to unmask]>
> Subject: Re: Engaging in the grammar trenches (was: Conservatives!)
>
> --_c2e355b1-bd2a-4260-987c-6a175b075e6d_
> Content-Type: text/plain; charset="iso-8859-1"
> Content-Transfer-Encoding: quoted-printable
>
>
> PS: Does our exchange fall into the conservative or the liberal
> camp?Geoff=
> Layton
> =20
> PPS: Bob - I'd appreciate your inciteful voice on this. You bring an
> acade=
> mic bent to the discussion that's valuable.
>
>
>
> Date: Sun=2C 14 Dec 2008 14:03:38 -0800From: [log in to unmask]: Re:
> =
> Engaging in the grammar trenches (was: Conservatives!)To:
> [log in to unmask]
> HIO.EDU
>
>
>
>
> Geoff=2C
> =20
> I think you're right=2C but I'd also add that there's a need for grammar
> in=
> struction in connection with the other parts of the Language Arts umbrella
> =
> besides just writing: Reading=2C Listening=2C Speaking=2C and Thinkng. For
> =
> example=2C I have found many times that grammatical analysis can help
> stude=
> nts understand literary texts (and have written about this).
> =20
> Paul "If this were play'd upon a stage now=2C I could condemn it as an
> impr=
> obable fiction" (_Twelfth Night_ 3.4.127-128).=20
>
>
>
>
> From: Geoffrey Layton <[log in to unmask]>To:
> [log in to unmask]
> nt: Sunday=2C December 14=2C 2008 12:58:43 PMSubject: Re: Engaging in the
> g=
> rammar trenches (was: Conservatives!)
>
> From the situation you describe I think has arisen the "grammar in
> context"=
> crowd=2C which as Martha has pointed out is dedicated to teaching the
> same=
> old grammar rules=2C but with a new and more "politically correct" name -
> =
> i.e.=2C one that seems to respond to the NCTE injunction against grammar
> in=
> struction. The problem as I see it is not so much that students don't
> know=
> their adverbials from their adjectivals=2C but that they don't know how
> to=
> use the basic structure/grammar of the language to create the meaning
> that=
> they for the most part are capable of. I think this goes back to the
> prev=
> ious discussion where Bob brought up the structural deficiencies of basic
> w=
> riters and how we as writing teachers have such great difficulties dealing
> =
> with these problems.Geoff Layton
>
> Date: Sun=2C 14 Dec 2008 08:28:03 -0800From: [log in to unmask]: Re:
> =
> Engaging in the grammar trenches (was: Conservatives!)To:
> [log in to unmask]
> HIO.EDU
>
>
>
>
> This reminds me of the rather curious observations I have had over the
> past=
> ten years or so: Most of my high school English teaching peers have
> commen=
> ted on the lack of grammar teaching that their students have experienced
> (o=
> r seem to have lacked the experience of). Yet few of them have the time or
> =
> the interest to get involved in the conversation (indeed=2C may don't seem
> =
> to know that the conversation even exists). I know that I have too many
> oth=
> er pulls on my time and interests to devote as much to these issues as I
> wo=
> uld like -- and I've been more involved than most of my peers (my long
> sile=
> nces are due not to a lack of interest=2C but to a lack of time). And with
> =
> the work load for teachers increasing as it seems to be doing=2C it
> doesn't=
> look like this will change at any time soon. Also=2C I think most uf us
> at=
> the secondary level seem to believe (and perhaps rightly) that the issues
> =
> of grammar (which they see as one of error correction mostly) should have
> b=
> een dealt with in elementary and middle school. I believe that unless
> eleme=
> ntary and middle school teachers are recruited more dynamically into this
> c=
> onversation=2C change can't happen. What are your thoughts & experiences?
> =
> Paul D.
> "If this were play'd upon a stage now=2C I could condemn it as an
> improbab=
> le fiction" (_Twelfth Night_ 3.4.127-128).=20
>
>
>
>
> From: Craig Hancock <[log in to unmask]>To: [log in to unmask]:
> S=
> unday=2C December 14=2C 2008 9:20:24 AMSubject: Re: Conservatives!Bob=2C
> I=
> agree with some conservatives much more than I agree with others. Idon't
> l=
> ike the views of grammar typical of "progressive" educators.This sort of
> re=
> sponse doesn't help. I don't think "conservative" is abad name. ATEG is a
> =
> conservative organization. Most of the conversation on list isabout
> whether=
> something is "correct" or about how to classify something=2Cusually using
> =
> structural or traditional grammar as the lens. If you areinterested in
> alte=
> rnative approaches=2C as I am=2C you can feel somewhatlonely. It's not
> just=
> that people disagree with those views=2C but thatthere's not the sort of
> r=
> obust discussion about them that there shouldbe on a grammar list. As
> group=
> s go=2C it's a conservative group. If that's the case=2C it would make
> sen=
> se that many people would wonderwhy we need a scope and sequence. Don't
> the=
> y already exist? Isn't it amatter of just getting endorsement for the
> grama=
> mr that's already outthere? I don't agree with that position=2C but I can
> =
> respect it. I can also tryto understand the nature of the difficulties
> invo=
> lved in moving forwardwith a scope and sequence throught ATEG. 1) NCTE is
> =
> oppossed to it=2C and we are an NCTE subgroup. 2) Most people on ATEG
> adhe=
> re to perspectives on gramamr that arealready somewhat established (even
> if=
> their teaching is not.) Frankly=2C Ithink we would be much better off if
> w=
> e went back to the teaching ofgrammar I was given growing up=2C but we
> don'=
> t necessarily have to dothat. A great deal has happened since the
> 1950's=2C=
> much of it so muchmore friendly to applications in reading and
> writing.Cra=
> ig>What an interesting way of characterizing views of grammar that
> disagre=
> e> with your own!>> Craig writes:>> My own tendency has been to lobby for
> n=
> ew ways of looking at grammar=2C but> ATEG has long been an organization
> m=
> ade> up of people with fairly conservative (not regressive=2C not by a
> long=
>> shot) views. This was hard on me because I felt I had a lot invested
>> in>=
> the project=2C but would be asked to shut out from the conversation the>
> n=
> ew possibilities in grammar that excite me the most.>> ****> Of course=2C
> t=
> here is no hostility in characterizing others views with the> term "fairly
> =
> conservative.">> Craig=2C I appreciate such an honest appraisal of others
> v=
> iews of the nature> of language.>> Bob Yates=2C University of Central
> Misso=
> uri>> To join or leave this LISTSERV list=2C please visit the list's web
> in=
> terface> at:> http://listserv.muohio.edu/archives/ateg.html> and
> selec=
> t "Join or leave the list">> Visit ATEG's web site at http://ateg.org/>To
> j=
> oin or leave this LISTSERV list=2C please visit the list's web interface
> at=
> : http://listserv.muohio.edu/archives/ateg.htmland select "Join or
> leave=
> the list"Visit ATEG's web site at http://ateg.org/To join or leave this
> LI=
> STSERV list=2C please visit the list's web interface at:
> http://listserv.mu=
> ohio.edu/archives/ateg.html and select "Join or leave the list" Visit
> ATEG'=
> s web site at http://ateg.org/
>
> Send e-mail faster without improving your typing skills. Get your Hotmail=
> =AE account. To join or leave this LISTSERV list=2C please visit the
> list's=
> web interface at: http://listserv.muohio.edu/archives/ateg.html and
> select=
> "Join or leave the list"=20
> Visit ATEG's web site at http://ateg.org/To join or leave this LISTSERV
> lis=
> t=2C please visit the list's web interface at:
> http://listserv.muohio.edu/a=
> rchives/ateg.html and select "Join or leave the list"=20
> Visit ATEG's web site at http://ateg.org/
> _________________________________________________________________
> Send e-mail anywhere. No map=2C no compass.
> http://windowslive.com/Explore/hotmail?ocid=3DTXT_TAGLM_WL_hotmail_acq_anyw=
> here_122008=
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
> --_c2e355b1-bd2a-4260-987c-6a175b075e6d_
> Content-Type: text/html; charset="iso-8859-1"
> Content-Transfer-Encoding: quoted-printable
>
> <html>
> <head>
> <style>
> .hmmessage P
> {
> margin:0px=3B
> padding:0px
> }
> body.hmmessage
> {
> font-size: 10pt=3B
> font-family:Verdana
> }
> </style>
> </head>
> <body class=3D'hmmessage'>
> PS: =3B Does our =3Bexchange fall into the conservative or the
> libe=
> ral camp?<BR><BR>Geoff Layton<BR>
>  =3B<BR>
> PPS: =3B Bob - I'd appreciate your inciteful voice on this. =3BYou
> =
> bring an academic bent to the discussion that's
> valuable.<BR><BR><BR><BR><B=
> R>
>
> <HR id=3DstopSpelling>
> <BR>
> Date: Sun=2C 14 Dec 2008 14:03:38 -0800<BR>From:
> [log in to unmask]<BR>Subje=
> ct: Re: Engaging in the grammar trenches (was: Conservatives!)<BR>To:
> ATEG@=
> LISTSERV.MUOHIO.EDU<BR><BR><BR>
> <STYLE>
> .ExternalClass DIV
> {=3B}
> </STYLE>
>
> <DIV style=3D"FONT-SIZE: 10pt=3B FONT-FAMILY: verdana=2C helvetica=2C
> sans-=
> serif">
> <DIV></DIV>
> <DIV>Geoff=2C</DIV>
> <DIV> =3B</DIV>
> <DIV>I think you're right=2C but I'd also add that there's a need for
> gramm=
> ar instruction in connection with the other parts of the Language Arts
> umbr=
> ella besides just writing: Reading=2C Listening=2C Speaking=2C and
> Thinkng.=
> For example=2C I have found many times that grammatical analysis can help
> =
> students understand literary texts (and have written about this).</DIV>
> <DIV> =3B</DIV>
> <DIV>Paul<BR> =3B</DIV>"If this were play'd upon a stage now=2C I
> could=
> condemn it as an improbable fiction" (_Twelfth Night_ 3.4.127-128).=20
> <DIV><BR></DIV>
> <DIV style=3D"FONT-SIZE: 10pt=3B FONT-FAMILY: verdana=2C helvetica=2C
> sans-=
> serif"><BR>
> <DIV style=3D"FONT-SIZE: 12pt=3B FONT-FAMILY: times new roman=2C new york=
> =2C times=2C serif"><FONT face=3DTahoma size=3D2>
> <HR SIZE=3D1>
> <B><SPAN style=3D"FONT-WEIGHT: bold">From:</SPAN></B> Geoffrey Layton <=
> [log in to unmask]>=3B<BR><B><SPAN style=3D"FONT-WEIGHT:
> bold">To:<=
> /SPAN></B> [log in to unmask]<BR><B><SPAN style=3D"FONT-WEIGHT:
> bold"=
>>Sent:</SPAN></B> Sunday=2C December 14=2C 2008 12:58:43 PM<BR><B><SPAN
>> sty=
> le=3D"FONT-WEIGHT: bold">Subject:</SPAN></B> Re: Engaging in the grammar
> tr=
> enches (was: Conservatives!)<BR></FONT><BR>
> <STYLE>
> .ExternalClass .EC_hmmessage P
> {padding:0px=3B}
> .ExternalClass body.EC_hmmessage
> {font-size:10pt=3Bfont-family:Verdana=3B}
> </STYLE>
> From the situation you describe I think has arisen the "grammar in
> context"=
> crowd=2C which as Martha has pointed out is dedicated to teaching the
> same=
> old grammar rules=2C but with a new and more "politically correct" name -
> =
> i.e.=2C one that seems to respond to the NCTE injunction against grammar
> in=
> struction. =3B The problem as I see it is not so much that students
> don=
> 't know their adverbials from their adjectivals=2C but that they don't
> know=
> how to use the basic structure/grammar of the language to create the
> meani=
> ng that they for the most part are capable of. =3B I think this goes
> ba=
> ck to the previous discussion where Bob brought up the structural
> deficienc=
> ies of basic writers and how we as writing teachers have such great
> difficu=
> lties dealing with these problems.<BR><BR>Geoff Layton<BR><BR><BR><BR>
> <HR id=3DEC_stopSpelling>
> Date: Sun=2C 14 Dec 2008 08:28:03 -0800<BR>From:
> [log in to unmask]<BR>Subje=
> ct: Re: Engaging in the grammar trenches (was: Conservatives!)<BR>To:
> ATEG@=
> LISTSERV.MUOHIO.EDU<BR><BR>
> <STYLE>
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> york=
> =2C times=2C serif">
> <DIV></DIV>
> <DIV><FONT face=3DVerdana>This reminds me of the rather curious
> observation=
> s I have had over the past ten years or so: Most of my high school English
> =
> teaching peers =3Bhave commented on the lack of grammar teaching that
> t=
> heir students have experienced (or seem to have lacked the experience of).
> =
> Yet few of them have the time or the interest =3Bto =3Bget
> involved=
> in the conversation (indeed=2C may don't seem to know that the
> conversatio=
> n even exists). I know that I have too many other pulls on my time and
> inte=
> rests to devote as much to these issues as I would like -- and I've been
> mo=
> re involved than most of my peers (my long silences are due not to a lack
> o=
> f interest=2C but to a lack of time). And with the work load for teachers
> i=
> ncreasing as it seems to be doing=2C it doesn't look like this will change
> =
> at any time soon.</FONT></DIV><FONT
> face=3DVerdana></FONT> =3B<BR><FONT=
> face=3DVerdana>Also=2C I think most uf us at the secondary level seem to
> b=
> elieve (and perhaps rightly) that the issues of grammar (which they see as
> =
> one of error correction mostly) should have been dealt with in elementary
> a=
> nd middle school. I believe that unless elementary and middle school
> teache=
> rs are recruited more dynamically into this conversation=2C change can't
> ha=
> ppen.</FONT><BR><FONT face=3DVerdana></FONT> =3B<BR><FONT
> face=3DVerdan=
> a>What are your thoughts &=3B experiences? </FONT><BR><FONT
> face=3DVerda=
> na></FONT> =3B<BR><FONT face=3DVerdana>Paul D.</FONT><BR>
> <DIV><BR> =3B</DIV><FONT size=3D2>"If this were play'd upon a stage
> now=
> =2C I could condemn it as an improbable fiction" (_Twelfth Night_
> 3.4.127-1=
> 28).</FONT>=20
> <DIV><BR></DIV>
> <DIV style=3D"FONT-SIZE: 12pt=3B FONT-FAMILY: bookman old style=2C new
> york=
> =2C times=2C serif"><BR>
> <DIV style=3D"FONT-SIZE: 12pt=3B FONT-FAMILY: bookman old style=2C new
> york=
> =2C times=2C serif"><FONT face=3DTahoma size=3D2>
> <HR SIZE=3D1>
> <B><SPAN style=3D"FONT-WEIGHT: bold">From:</SPAN></B> Craig Hancock
> <=3Bh=
> [log in to unmask]>=3B<BR><B><SPAN style=3D"FONT-WEIGHT:
> bold">To:</SPAN><=
> /B> [log in to unmask]<BR><B><SPAN style=3D"FONT-WEIGHT:
> bold">Sent:<=
> /SPAN></B> Sunday=2C December 14=2C 2008 9:20:24 AM<BR><B><SPAN
> style=3D"FO=
> NT-WEIGHT: bold">Subject:</SPAN></B> Re: Conservatives!<BR></FONT><BR>Bob=
> =2C<BR> =3B I agree with some conservatives much more than I agree
> with=
> others. I<BR>don't like the views of grammar typical of "progressive"
> educ=
> ators.<BR>This sort of response doesn't help. I don't think "conservative"
> =
> is a<BR>bad name.<BR> =3B ATEG is a conservative organization. Most of
> =
> the conversation on list is<BR>about whether something is "correct" or
> abou=
> t how to classify something=2C<BR>usually using structural or traditional
> g=
> rammar as the lens. If you are<BR>interested in alternative approaches=2C
> a=
> s I am=2C you can feel somewhat<BR>lonely. It's not just that people
> disagr=
> ee with those views=2C but that<BR>there's not the sort of robust
> discussio=
> n about them that there should<BR>be on a grammar list. As groups go=2C
> it'=
> s a conservative group.<BR> =3B If that's the case=2C it would make
> sen=
> se that many people would wonder<BR>why we need a scope and sequence.
> Don't=
> they already exist? Isn't it a<BR>matter of just getting endorsement for
> t=
> he gramamr that's already out<BR>there?<BR> =3B I don't agree with
> that=
> position=2C but I can respect it. I can also try<BR>to understand the
> natu=
> re of the difficulties involved in moving forward<BR>with a scope and
> seque=
> nce throught ATEG.<BR> =3B 1) NCTE is oppossed to it=2C and we are an
> N=
> CTE subgroup.<BR> =3B 2) Most people on ATEG adhere to perspectives on
> =
> gramamr that are<BR>already somewhat established (even if their teaching
> is=
> not.) Frankly=2C I<BR>think we would be much better off if we went back
> to=
> the teaching of<BR>grammar I was given growing up=2C but we don't
> necessar=
> ily have to do<BR>that. A great deal has happened since the 1950's=2C much
> =
> of it so much<BR>more friendly to applications in reading and
> writing.<BR><=
> BR>Craig>=3B<BR><BR>What an =3B interesting way of characterizing
> vie=
> ws of grammar that disagree<BR>>=3B with your own!<BR>>=3B<BR>>=3B
> Cr=
> aig writes:<BR>>=3B<BR>>=3B My own tendency has been to lobby for
> new&n=
> bsp=3B ways of looking at grammar=2C but<BR>>=3B ATEG has long been an
> or=
> ganization made<BR>>=3B up of people with fairly conservative (not
> regres=
> sive=2C not by a long<BR>>=3B shot) views. =3B This was hard on me
> be=
> cause I felt I had a lot invested in<BR>>=3B the project=2C but would be
> =
> asked to shut out from the conversation the<BR>>=3B new possibilities in
> =
> grammar that excite me the most.<BR>>=3B<BR>>=3B ****<BR>>=3B Of
> cour=
> se=2C there is no hostility in characterizing others views with
> the<BR>>=
> =3B term "fairly conservative."<BR>>=3B<BR>>=3B Craig=2C I appreciate
> s=
> uch an honest appraisal of others views of the nature<BR>>=3B of
> language=
> .<BR>>=3B<BR>>=3B Bob Yates=2C University of Central
> Missouri<BR>>=3B=
> <BR>>=3B To join or leave this LISTSERV list=2C please visit the list's
> w=
> eb interface<BR>>=3B at:<BR>>=3B =3B  =3B  =3B <A
> href=3D"h=
> ttp://listserv.muohio.edu/archives/ateg.html"
> rel=3Dnofollow>http://listser=
> v.muohio.edu/archives/ateg.html</A><BR>>=3B and select "Join or leave
> the=
> list"<BR>>=3B<BR>>=3B Visit ATEG's web site at <A
> href=3D"http://ateg.=
> org/" rel=3Dnofollow>http://ateg.org/</A><BR>>=3B<BR><BR>To join or
> leave=
> this LISTSERV list=2C please visit the list's web interface at:<BR> =
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> rel=
> =3Dnofollow>http://listserv.muohio.edu/archives/ateg.html</A><BR>and
> select=
> "Join or leave the list"<BR><BR>Visit ATEG's web site at <A
> href=3D"http:/=
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> joi=
> n or leave this LISTSERV list=2C please visit the list's web interface at:
> =
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> the=
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> <p>
> Visit ATEG's web site at http://ateg.org/
>
> --_c2e355b1-bd2a-4260-987c-6a175b075e6d_--
>
> ------------------------------
>
> Date: Sun, 14 Dec 2008 20:40:33 -0500
> From: "STAHLKE, HERBERT F" <[log in to unmask]>
> Subject: Re: Engaging in the grammar trenches (was: Conservatives!)
>
> --_000_0DDF38BA66ECD847B39F1FD4C801D5431163F8F072EMAILBACKEND0_
> Content-Type: text/plain; charset="us-ascii"
> Content-Transfer-Encoding: quoted-printable
>
> Here's a poem by Sir Philip Sydney that I used to use towards the end of
> th=
> e semester in my undergrad grammar course.
>
> With how Sad Steps, O Moon
>
> Sir Philip Sidney (1554-1586)
>
>
> With how sad steps, O Moon, thou climb'st the skies,
> How silently, and with how wan a face!
> What! May it be that even in heav'nly place
> That busy archer his sharp arrows tries?
> 5 Sure, if that long-with-love-acquainted eyes
> Can judge of love, thou feel'st a lover's case.
> I read it in thy looks, thy languisht grace
> To me, that feel the like, thy state descries.
>
> Then, ev'n of fellowship, O Moon, tell me,
> 10 Is constant love deem'd there but want of wit?
> Are beauties there as proud as here they be?
> Do they above love to be lov'd, and yet
> Those lovers scorn whom that love doth possess?
> Do they call virtue there ungratefulness?
>
> I would have them work in small groups to paraphrase the poem, and they
> cou=
> ld use a dictionary. The poem contains an instance of "that" that would
> no=
> t occur in Modern English, "if that" in l.5, where "that" is used with a
> su=
> bordinating conjunction in a way that was common in Early Modern English.
> =
> I gave them that one, but they had a terrible time with ll.3-4, 7-8,
> 12-13.=
> We would then do a grammatical analysis, looking especially at verb
> compl=
> ementation (constituents licensed by the verb), order of constituents, and
> =
> voice. Then they would do another paraphrase, and at that point they were
> =
> able to delve into the meaning of the poem and the irony Sydney employs.
> T=
> he poem is challenging, but students frequently commented afterwards how
> us=
> eful they found grammatical analysis in other poetry they read, and
> occasio=
> nally in prose. Throughout the semester I had had them find in newspapers
> =
> and magazines examples of structures and functions we were studying at
> that=
> time, so they were already beginning to think in terms of applying
> grammat=
> ical analysis to what they were reading.
>
> Herb
>
>
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]
> OHIO.EDU] On Behalf Of Paul E. Doniger
> Sent: 2008-12-14 11:28
> To: [log in to unmask]
> Subject: Re: Engaging in the grammar trenches (was: Conservatives!)
>
> This reminds me of the rather curious observations I have had over the
> past=
> ten years or so: Most of my high school English teaching peers have
> commen=
> ted on the lack of grammar teaching that their students have experienced
> (o=
> r seem to have lacked the experience of). Yet few of them have the time or
> =
> the interest to get involved in the conversation (indeed, may don't seem
> to=
> know that the conversation even exists). I know that I have too many
> other=
> pulls on my time and interests to devote as much to these issues as I
> woul=
> d like -- and I've been more involved than most of my peers (my long
> silenc=
> es are due not to a lack of interest, but to a lack of time). And with the
> =
> work load for teachers increasing as it seems to be doing, it doesn't look
> =
> like this will change at any time soon.
>
>
>
> Also, I think most uf us at the secondary level seem to believe (and
> perhap=
> s rightly) that the issues of grammar (which they see as one of error
> corre=
> ction mostly) should have been dealt with in elementary and middle school.
> =
> I believe that unless elementary and middle school teachers are recruited
> m=
> ore dynamically into this conversation, change can't happen.
>
>
>
> What are your thoughts & experiences?
>
>
>
> Paul D.
>
>
> "If this were play'd upon a stage now, I could condemn it as an improbable
> =
> fiction" (_Twelfth Night_ 3.4.127-128).
>
>
> ________________________________
> From: Craig Hancock <[log in to unmask]>
> To: [log in to unmask]
> Sent: Sunday, December 14, 2008 9:20:24 AM
> Subject: Re: Conservatives!
>
> Bob,
> I agree with some conservatives much more than I agree with others. I
> don't like the views of grammar typical of "progressive" educators.
> This sort of response doesn't help. I don't think "conservative" is a
> bad name.
> ATEG is a conservative organization. Most of the conversation on list is
> about whether something is "correct" or about how to classify something,
> usually using structural or traditional grammar as the lens. If you are
> interested in alternative approaches, as I am, you can feel somewhat
> lonely. It's not just that people disagree with those views, but that
> there's not the sort of robust discussion about them that there should
> be on a grammar list. As groups go, it's a conservative group.
> If that's the case, it would make sense that many people would wonder
> why we need a scope and sequence. Don't they already exist? Isn't it a
> matter of just getting endorsement for the gramamr that's already out
> there?
> I don't agree with that position, but I can respect it. I can also try
> to understand the nature of the difficulties involved in moving forward
> with a scope and sequence throught ATEG.
> 1) NCTE is oppossed to it, and we are an NCTE subgroup.
> 2) Most people on ATEG adhere to perspectives on gramamr that are
> already somewhat established (even if their teaching is not.) Frankly, I
> think we would be much better off if we went back to the teaching of
> grammar I was given growing up, but we don't necessarily have to do
> that. A great deal has happened since the 1950's, much of it so much
> more friendly to applications in reading and writing.
>
> Craig>
>
> What an interesting way of characterizing views of grammar that disagree
>> with your own!
>>
>> Craig writes:
>>
>> My own tendency has been to lobby for new ways of looking at grammar,
>> bu=
> t
>> ATEG has long been an organization made
>> up of people with fairly conservative (not regressive, not by a long
>> shot) views. This was hard on me because I felt I had a lot invested in
>> the project, but would be asked to shut out from the conversation the
>> new possibilities in grammar that excite me the most.
>>
>> ****
>> Of course, there is no hostility in characterizing others views with the
>> term "fairly conservative."
>>
>> Craig, I appreciate such an honest appraisal of others views of the
>> natur=
> e
>> of language.
>>
>> Bob Yates, University of Central Missouri
>>
>> To join or leave this LISTSERV list, please visit the list's web
>> interfac=
> e
>> at:
>> http://listserv.muohio.edu/archives/ateg.html
>> and select "Join or leave the list"
>>
>> Visit ATEG's web site at http://ateg.org/
>>
>
> To join or leave this LISTSERV list, please visit the list's web interface
> =
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
> To join or leave this LISTSERV list, please visit the list's web interface
> =
> at: http://listserv.muohio.edu/archives/ateg.html and select "Join or
> leave=
> the list"
>
> Visit ATEG's web site at http://ateg.org/
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
> --_000_0DDF38BA66ECD847B39F1FD4C801D5431163F8F072EMAILBACKEND0_
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>
> <p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"Calibri",=
> "sans-serif";
> color:#1F497D'>Here’s a poem by Sir Philip Sydney that I used to use
> towards the end of the semester in my undergrad grammar
> course.<o:p></o:p><=
> /span></p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"Calibri",=
> "sans-serif";
> color:#1F497D'><o:p> </o:p></span></p>
>
> <h1><span style=3D'font-size:11.0pt'>With how Sad Steps, O
> Moon<o:p></o:p><=
> /span></h1>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"Arial","s=
> ans-serif"'><o:p> </o:p></span></p>
>
> <p class=3DMsoNormal style=3D'text-indent:.5in'><span
> style=3D'font-size:11=
> .0pt;
> font-family:"Arial","sans-serif"'>Sir Philip Sidney
> (1554-1586)<o:p></o:p><=
> /span></p>
>
> <p class=3DMsoNormal style=3D'text-indent:.5in'><span
> style=3D'font-size:11=
> .0pt;
> font-family:"Arial","sans-serif"'><o:p> </o:p></span></p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"Arial","s=
> ans-serif"'><o:p> </o:p></span></p>
>
> <p class=3DMsoNormal style=3D'text-indent:.5in'><span
> style=3D'font-size:11=
> .0pt;
> font-family:"Arial","sans-serif"'>With how sad steps, O Moon, thou
> climb’st the skies,<o:p></o:p></span></p>
>
> <p class=3DMsoNormal style=3D'text-indent:.5in'><span
> style=3D'font-size:11=
> .0pt;
> font-family:"Arial","sans-serif"'>How silently, and with how wan a
> face!<o:=
> p></o:p></span></p>
>
> <p class=3DMsoNormal style=3D'text-indent:.5in'><span
> style=3D'font-size:11=
> .0pt;
> font-family:"Arial","sans-serif"'>What! May it be that even in
> heav’nly place<o:p></o:p></span></p>
>
> <p class=3DMsoNormal style=3D'text-indent:.5in'><span
> style=3D'font-size:11=
> .0pt;
> font-family:"Arial","sans-serif"'>That busy archer his sharp arrows
> tries?<=
> o:p></o:p></span></p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"Arial","s=
> ans-serif"'>5 Sure,
> if that long-with-love-acquainted eyes<o:p></o:p></span></p>
>
> <p class=3DMsoNormal style=3D'text-indent:.5in'><span
> style=3D'font-size:11=
> .0pt;
> font-family:"Arial","sans-serif"'>Can judge of love, thou feel’st a
> lover’s case.<o:p></o:p></span></p>
>
> <p class=3DMsoNormal style=3D'text-indent:.5in'><span
> style=3D'font-size:11=
> .0pt;
> font-family:"Arial","sans-serif"'>I read it in thy looks, thy languisht
> gra=
> ce<o:p></o:p></span></p>
>
> <p class=3DMsoNormal style=3D'text-indent:.5in'><span
> style=3D'font-size:11=
> .0pt;
> font-family:"Arial","sans-serif"'>To me, that feel the like, thy state
> desc=
> ries.<o:p></o:p></span></p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"Arial","s=
> ans-serif"'><o:p> </o:p></span></p>
>
> <p class=3DMsoNormal style=3D'text-indent:.5in'><span
> style=3D'font-size:11=
> .0pt;
> font-family:"Arial","sans-serif"'>Then, ev’n of fellowship, O Moon,
> t=
> ell
> me,<o:p></o:p></span></p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"Arial","s=
> ans-serif"'>10 Is
> constant love deem’d there but want of wit?<o:p></o:p></span></p>
>
> <p class=3DMsoNormal style=3D'text-indent:.5in'><span
> style=3D'font-size:11=
> .0pt;
> font-family:"Arial","sans-serif"'>Are beauties there as proud as here they
> =
> be?<o:p></o:p></span></p>
>
> <p class=3DMsoNormal style=3D'text-indent:.5in'><span
> style=3D'font-size:11=
> .0pt;
> font-family:"Arial","sans-serif"'>Do they above love to be lov’d,
> and=
> yet<o:p></o:p></span></p>
>
> <p class=3DMsoNormal style=3D'text-indent:.5in'><span
> style=3D'font-size:11=
> .0pt;
> font-family:"Arial","sans-serif"'>Those lovers scorn whom that love doth
> possess?<o:p></o:p></span></p>
>
> <p class=3DMsoNormal style=3D'text-indent:.5in'><span
> style=3D'font-size:11=
> .0pt;
> font-family:"Arial","sans-serif"'>Do they call virtue there
> ungratefulness?=
> <o:p></o:p></span></p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"Arial","s=
> ans-serif"'><o:p> </o:p></span></p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"Arial","s=
> ans-serif"'>I
> would have them work in small groups to paraphrase the poem, and they
> could=
> use
> a dictionary. The poem contains an instance of “that”
> tha=
> t
> would not occur in Modern English, “if that” in l.5, where
> R=
> 20;that”
> is used with a subordinating conjunction in a way that was common in Early
> Modern English. I gave them that one, but they had a terrible time
> wi=
> th
> ll.3-4, 7-8, 12-13. We would then do a grammatical analysis, looking
> especially at verb complementation (constituents licensed by the verb),
> ord=
> er
> of constituents, and voice. Then they would do another paraphrase,
> an=
> d at
> that point they were able to delve into the meaning of the poem and the
> iro=
> ny
> Sydney employs. The poem is challenging, but students frequently
> commented afterwards how useful they found grammatical analysis in other
> po=
> etry
> they read, and occasionally in prose. Throughout the semester I had
> h=
> ad
> them find in newspapers and magazines examples of structures and functions
> =
> we
> were studying at that time, so they were already beginning to think in
> term=
> s of
> applying grammatical analysis to what they were
> reading.<o:p></o:p></span><=
> /p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"Arial","s=
> ans-serif"'><o:p> </o:p></span></p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"Arial","s=
> ans-serif"'>Herb<o:p></o:p></span></p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"Calibri",=
> "sans-serif";
> color:#1F497D'><o:p> </o:p></span></p>
>
> <p class=3DMsoNormal><span
> style=3D'font-size:11.0pt;font-family:"Calibri",=
> "sans-serif";
> color:#1F497D'><o:p> </o:p></span></p>
>
> <div>
>
> <div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0in
> =
> 0in 0in'>
>
> <p class=3DMsoNormal><b><span
> style=3D'font-size:10.0pt;font-family:"Tahoma=
> ","sans-serif"'>From:</span></b><span
> style=3D'font-size:10.0pt;font-family:"Tahoma","sans-serif"'> Assembly for
> =
> the
> Teaching of English Grammar [mailto:[log in to unmask]] <b>On Behalf
> =
> Of </b>Paul
> E. Doniger<br>
> <b>Sent:</b> 2008-12-14 11:28<br>
> <b>To:</b> [log in to unmask]<br>
> <b>Subject:</b> Re: Engaging in the grammar trenches (was:
> Conservatives!)<=
> o:p></o:p></span></p>
>
> </div>
>
> </div>
>
> <p class=3DMsoNormal><o:p> </o:p></p>
>
> <div>
>
> <div>
>
> <p class=3DMsoNormal><span
> style=3D'font-family:"Verdana","sans-serif"'>Thi=
> s
> reminds me of the rather curious observations I have had over the past ten
> years or so: Most of my high school English teaching peers have
> commen=
> ted
> on the lack of grammar teaching that their students have experienced (or
> se=
> em
> to have lacked the experience of). Yet few of them have the time or the
> interest to get involved in the conversation (indeed, may don't
> s=
> eem
> to know that the conversation even exists). I know that I have too many
> oth=
> er
> pulls on my time and interests to devote as much to these issues as I
> would
> like -- and I've been more involved than most of my peers (my long
> silences=
> are
> due not to a lack of interest, but to a lack of time). And with the work
> lo=
> ad
> for teachers increasing as it seems to be doing, it doesn't look like this
> =
> will
> change at any time soon.</span><span style=3D'font-family:"Bookman Old
> Styl=
> e","serif"'><o:p></o:p></span></p>
>
> </div>
>
> <p><span style=3D'font-family:"Bookman Old
> Style","serif"'> <o:p></o:p=
>></span></p>
>
> <p><span style=3D'font-family:"Verdana","sans-serif"'>Also, I think most
> uf=
> us at
> the secondary level seem to believe (and perhaps rightly) that the issues
> o=
> f
> grammar (which they see as one of error correction mostly) should have
> been
> dealt with in elementary and middle school. I believe that unless
> elementar=
> y
> and middle school teachers are recruited more dynamically into this
> conversation, change can't happen.</span><span
> style=3D'font-family:"Bookma=
> n Old Style","serif"'><o:p></o:p></span></p>
>
> <p><span style=3D'font-family:"Bookman Old
> Style","serif"'> <o:p></o:p=
>></span></p>
>
> <p><span style=3D'font-family:"Verdana","sans-serif"'>What are your
> thought=
> s
> & experiences? </span><span style=3D'font-family:"Bookman Old
> Style","s=
> erif"'><o:p></o:p></span></p>
>
> <p><span style=3D'font-family:"Bookman Old
> Style","serif"'> <o:p></o:p=
>></span></p>
>
> <p><span style=3D'font-family:"Verdana","sans-serif"'>Paul D.</span><span
> style=3D'font-family:"Bookman Old Style","serif"'><o:p></o:p></span></p>
>
> <div>
>
> <p class=3DMsoNormal><span style=3D'font-family:"Bookman Old
> Style","serif"=
> '><br>
> <o:p></o:p></span></p>
>
> </div>
>
> <p class=3DMsoNormal><span style=3D'font-size:10.0pt;font-family:"Bookman
> O=
> ld Style","serif"'>"If
> this were play'd upon a stage now, I could condemn it as an improbable
> fiction" (_Twelfth Night_ 3.4.127-128).</span><span
> style=3D'font-fami=
> ly:
> "Bookman Old Style","serif"'> <o:p></o:p></span></p>
>
> <div>
>
> <p class=3DMsoNormal><span style=3D'font-family:"Bookman Old
> Style","serif"=
> '><o:p> </o:p></span></p>
>
> </div>
>
> <div>
>
> <p class=3DMsoNormal><span style=3D'font-family:"Bookman Old
> Style","serif"=
> '><o:p> </o:p></span></p>
>
> <div>
>
> <div class=3DMsoNormal align=3Dcenter style=3D'text-align:center'><span
> style=3D'font-size:10.0pt;font-family:"Tahoma","sans-serif"'>
>
> <hr size=3D1 width=3D"100%" align=3Dcenter>
>
> </span></div>
>
> <p class=3DMsoNormal><b><span
> style=3D'font-size:10.0pt;font-family:"Tahoma=
> ","sans-serif"'>From:</span></b><span
> style=3D'font-size:10.0pt;font-family:"Tahoma","sans-serif"'> Craig
> Hancock
> <[log in to unmask]><br>
> <b>To:</b> [log in to unmask]<br>
> <b>Sent:</b> Sunday, December 14, 2008 9:20:24 AM<br>
> <b>Subject:</b> Re: Conservatives!<br>
> </span><span style=3D'font-family:"Bookman Old Style","serif"'><br>
> Bob,<br>
> I agree with some conservatives much more than I agree with others.
> =
> I<br>
> don't like the views of grammar typical of "progressive"
> educator=
> s.<br>
> This sort of response doesn't help. I don't think "conservative"
> =
> is a<br>
> bad name.<br>
> ATEG is a conservative organization. Most of the conversation on
> lis=
> t is<br>
> about whether something is "correct" or about how to classify
> something,<br>
> usually using structural or traditional grammar as the lens. If you
> are<br>
> interested in alternative approaches, as I am, you can feel somewhat<br>
> lonely. It's not just that people disagree with those views, but that<br>
> there's not the sort of robust discussion about them that there should<br>
> be on a grammar list. As groups go, it's a conservative group.<br>
> If that's the case, it would make sense that many people would
> wonde=
> r<br>
> why we need a scope and sequence. Don't they already exist? Isn't it a<br>
> matter of just getting endorsement for the gramamr that's already out<br>
> there?<br>
> I don't agree with that position, but I can respect it. I can also
> t=
> ry<br>
> to understand the nature of the difficulties involved in moving
> forward<br>
> with a scope and sequence throught ATEG.<br>
> 1) NCTE is oppossed to it, and we are an NCTE subgroup.<br>
> 2) Most people on ATEG adhere to perspectives on gramamr that
> are<br=
>>
> already somewhat established (even if their teaching is not.) Frankly,
> I<br=
>>
> think we would be much better off if we went back to the teaching of<br>
> grammar I was given growing up, but we don't necessarily have to do<br>
> that. A great deal has happened since the 1950's, much of it so much<br>
> more friendly to applications in reading and writing.<br>
> <br>
> Craig><br>
> <br>
> What an interesting way of characterizing views of grammar that
> disag=
> ree<br>
> > with your own!<br>
> ><br>
> > Craig writes:<br>
> ><br>
> > My own tendency has been to lobby for new ways of looking at
> grammar, but<br>
> > ATEG has long been an organization made<br>
> > up of people with fairly conservative (not regressive, not by a
> long<b=
> r>
> > shot) views. This was hard on me because I felt I had a lot
> inve=
> sted
> in<br>
> > the project, but would be asked to shut out from the conversation
> the<=
> br>
> > new possibilities in grammar that excite me the most.<br>
> ><br>
> > ****<br>
> > Of course, there is no hostility in characterizing others views with
> t=
> he<br>
> > term "fairly conservative."<br>
> ><br>
> > Craig, I appreciate such an honest appraisal of others views of the
> na=
> ture<br>
> > of language.<br>
> ><br>
> > Bob Yates, University of Central Missouri<br>
> ><br>
> > To join or leave this LISTSERV list, please visit the list's web
> inter=
> face<br>
> > at:<br>
> > <a
> href=3D"http://listserv.muohio.edu/archives/ate=
> g.html"
> target=3D"_blank">http://listserv.muohio.edu/archives/ateg.html</a><br>
> > and select "Join or leave the list"<br>
> ><br>
> > Visit ATEG's web site at <a href=3D"http://ateg.org/"
> target=3D"_blank=
> ">http://ateg.org/</a><br>
> ><br>
> <br>
> To join or leave this LISTSERV list, please visit the list's web interface
> =
> at:<br>
> <a href=3D"http://listserv.muohio.edu/archives/ateg.html"
> target=3D"_blank">http://listserv.muohio.edu/archives/ateg.html</a><br>
> and select "Join or leave the list"<br>
> <br>
> Visit ATEG's web site at <a href=3D"http://ateg.org/"
> target=3D"_blank">htt=
> p://ateg.org/</a><o:p></o:p></span></p>
>
> </div>
>
> </div>
>
> </div>
>
> <p class=3DMsoNormal>To join or leave this LISTSERV list, please visit the
> =
> list's
> web interface at: http://listserv.muohio.edu/archives/ateg.html and select
> "Join or leave the list" <o:p></o:p></p>
>
> <p>Visit ATEG's web site at http://ateg.org/<o:p></o:p></p>
>
> </div>
>
> </body>
>
> </html>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
> <p>
> Visit ATEG's web site at http://ateg.org/
>
> --_000_0DDF38BA66ECD847B39F1FD4C801D5431163F8F072EMAILBACKEND0_--
>
> ------------------------------
>
> End of ATEG Digest - 13 Dec 2008 to 14 Dec 2008 (#2008-265)
> ***********************************************************
>
> To join or leave this LISTSERV list, please visit the list's web interface
> at:
> http://listserv.muohio.edu/archives/ateg.html
> and select "Join or leave the list"
>
> Visit ATEG's web site at http://ateg.org/
>
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