Bill (McCleary) writes:

"We cannot expect members of ATEG to agree on terminology when the rest
of
the world does not. Instead, we need to agree upon the CONCEPTS to be
taught and the ages at which to introduce them to students. Then we can
decide on names for concepts, understanding when we do that there will
be
disagreement."

I have (of course) several problems with that statement. First of all,
if we do not have names for the CONCEPTS, how can we know what we are
talking about, i.e., how can we agree that certain concepts should (or
should not) be taught?

The fact that Max's, Martha's, and even most other grammar books do not
use the term "main clause" simply reflects the wrong-headedness of all
those books -- and I mean that literally. The books are all made for
(headed toward) the teaching of grammar as an end in itself, and not as
a tool with which STUDENTS can analyze discourse. A while back, I asked
if anyone could diagram any English sentence. Edith responded "Yes," if
she could call on Michael for help. But that, in fact, helps prove my
point -- if Edith, who knows grammar very well, needs Michael's help,
then how are students supposed to use sentence diagramming to straighten
out some of their mangled sentences, some of which are very complicated?

     Judith has suggested that the 3S committee has made great progress.
Perhaps, but I don't see it. All I have seen is generalizations. And
unless ATEG can agree on some specifics, I doubt that many primary,
middle, and high school teachers will be interested in what this group
does. From their perspective, I suggest, we simply offer a muddle of
conflicting views and impenetrable terminology.
     I realize that I am in a minority position in the group, and I
would like to see more K-12 teachers involved in the group. Perhaps they
could bring the group to its senses. Many members of this group teach
grammar to future teachers. How effective, or useful, is that
instruction? Need I remind members of this list once again of the NCTE
teacher who defended grammar and the teaching of transient and
intransient sentences? Clearly this teacher had been "taught" grammar,
but to what end? Once again I suggest that we need a limited number of
well-defined concepts (for which we need terms), and we need to teach
teachers how to use those terms to analyze texts -- including their
students' writing.

Question: Is the following sentence an example of a comma-splice, or an
example of a well-written sentence?

My dog moaned, its tail stuck between its back legs.

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