Gordon -
I'm not sure that a two-tract system is necessary. The idea that I've found
to work consists of avoiding "formal" grammar altogether and instead showing
students how standard grammatical constructions can help them create
meaning. Essentially, grammar becomes a tool for invention, and in my
experience an even more powerful tool than the so-called "unstructured free
writes," primarily because it is structured. It may be counter-intuitive,
but the structure that grammar provides actually helps writers become more
creative - hence, "grammar for the right brain." Of equal interest is the
ability of students to use grammar to improve their reading. Just as
writers can create meaning using grammar so too can they discern it using
the same grammatical tools. The formula is actually quite simply - if
grammar is used to create language and language is used to create meaning,
then grammar is the basis for the creation of meaning!
Geoff Layton
>From: Gordon Hultberg <[log in to unmask]>
>Reply-To: Assembly for the Teaching of English Grammar
><[log in to unmask]>
>To: [log in to unmask]
>Subject: Re: Right vs. Left Brain in Teaching Grammar
>Date: Mon, 20 Nov 2006 19:10:36 -0700
>
>
>
>Dear Elizabeth - I'm intrigued by your suggestion -- go further, would
>you? Are you suggesting that, for instance, we could implement a
>"traditional" sequence (once we've established one) and go
>about it by use of multiple intelligence strategies? Or rather, produce a
>sequence that works for one group, and an alternate sequence for another?
>
>
>
>What do you have in mind?
>
>
>Gordon Hultberg
>
>
>
>
>At 11:21 AM 11/20/2006, you wrote:
>
>I'm a new member (so new that my
>check hasn't even come back). I learned about ATEG when I read
>The War Against Grammar by David Mulroy.
>
>
>
>As an adjunct teaching mostly developmental English and first-year
>writing courses at college in the Denver metro area, I've seen how little
>students know about grammar--and writing. The developmental
>coordinator at one college said that the students had been taught grammar
>in public schools but "it didn't take." From what I've
>read and observed, that doesn't seem to be the case; students generally
>aren't being taught grammar--at least not methodically.
>
>
>
>I have a hypothesis, and I'm wondering if anyone has read or heard
>anything related to it. (You may have discussed this before.)
>
>
>
>Here's my idea: From what I've observed, most K-12 language arts
>teachers and English faculty seem to be right brained but the traditional
>method of teaching grammar is left brained. I happen to be left
>brained (I was a math major until I was a senior), and I enjoy teaching
>grammar and diagramming sentences. I think the
>"traditional" step-by-step approach should work well with
>left-brained students, but right-brained teachers find it boring and
>don't want to learn or teach grammar that way. Maybe we need two
>methods of teaching grammar--or more--to suit different learning
>styles.
>
>
>
>Elizabeth Clark
>
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>
>
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