I am reading this with great interest since I'll be on a search
committee shortly, in this case to hire someone to work with
nontraditional students, many of them ESL. Grammar would be an expected
topic there. This got me to wondering what kind of work the
"compositionist" will be doing--teaching beginning writers? Running a
writing center? Working on writing across the disciplines? Training
other writing teachers? All of these require different kinds of
experience and expertise.
   Erica Lindemann ("A Rhetoric for Writing Teachers") presents the
progressive position fairly well-- "To teach English requires a second
kind of knowledge, a "conscious understanding" of linguistic
principles." Also "The more we know about how language works, the more
linguistic options we can suggest to students struggling to get the
words right...What teachers must know about written English is not
necessarily the same body of information that our students must be
required to memorize." The "required to memorize" phrasing seems a bit
loaded to me, and I don't like the second half of the statement. The
progressive view seems to be that students need to acquire language and
can do so without much conscious understanding about it. It seems to me
a revealing question to ask any writing teacher might be "What
knowledge about language do you find helpful in guiding students toward
maturity as writers; and how much of that knowledge is it useful to
pass on." I think the answer to that question might reveal quite a bit
about preparation and general approaches.
    Steve's questions are very interesting. I think you may need a single
question that can get it started or be sufficient, in which case his
first question might do very well.
   How does grammar fit. Exactly. The rest is detail.

Craig

 Great questions, Steve!  And here's a challenge for the rest of you:  I'd
> be
> very interested in knowing how all of you would answer his intriguing Top
> 10
> question.  Any takers?
>
>
> Linda Comerford
> 317.786.6404
> [log in to unmask]
> www.comerfordconsulting.com <http://www.comerfordconsulting.com/>
>
>
>   _____
>
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]] On Behalf Of [log in to unmask]
> Sent: Friday, January 18, 2008 1:47 PM
> To: [log in to unmask]
> Subject: Re: Interview Questions?
>
>
> Herb,
>
> I think you should ask directly about the candidates's work and
> experience.
> I am sure you want someone who not only values grammar but also can teach
> it
> well?
>
> How do you teach grammar as a part of composition?
> Where and how do you address it?
> What grammatical areas do you find students need help with most these
> days?
> How much does grammar count when you grade compositions?
> How do you assess grammatical understanding of your students?
> How would you explain the use of commas in a series to a student?
> What have you found works with students who seem to have difficulty
> understanding a grammatical concept?
> How do you make grammar interesting as many students find it dull?
> What do you think are the top 10 grammatical/mechanical topics students
> MUST
> master before they graduate?
>
> Ask to look at some compositions the candidates have corrected. Ask to see
> samples of their own writing.
>
> Etc.
>
> Steve Cohen
> The Allen-Stevenson School
>
>
> **************
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