Hi, Bill--

Unfortunately, I won't have enough time to pose a question using
passive voice sentences.  The question-and-answer period will be
conducted with the other members of the search committee and
will last for about an hour, each of us asking scripted questions of
the candidates.

I agree that simply asking "What is the role of grammar in the
composition classroom?" will be perceived as a loaded question.

But what kinds of non-threatening questions could be asked that
would give me and the other members of the committee a good assessment
of the candidate's views on this matter?

Any suggestions are welcome.

         Ben Varner

> Ben,
> 
> It's quite possible to have someone who places a very high importance on
> grammar (or anything else) but is still unable to connect it to teaching
> practice in ways beneficial to students. I think you might get a good
> idea of the candidate's grasp of the subject and how s/he can put that
> knowledge into practice by starting with a realistic example or two and
> asking how s/he would deal with it in a classroom setting, especially if
> it's an example that lets you link whatever grammatical issue is
> involved to a larger rhetorical issue. 
> 
> For example, asking a candidate how s/he goes about discussing passive
> sentences with students (or even better, starting with a piece of actual
> writing with clumsy passives in it) could let you gauge not only whether
> s/he knows what they are, but whether s/he knows that whether they're
> "good" or not is tied to the context and purpose of writing. Of course,
> this is all supposing that you have the time to pose that kind of
> question and get a considered response.
> 
> Just from what personal experience I've had (as a candidate and as a
> member of search committees) candidates show up already tense, and a
> question like, "What do you think the role of grammar is in the
> composition classroom?" is likely to trigger an "Ack! That's a loaded
> question! They want some kind of code phrase! What do I do??!!"
> response.
> 
> Bill Spruiell
> Dept. of English
> Central Michigan University

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