Linda,

Perhaps I'm interpreting "the tools to build well in that area" to narrowly, but, from what I see with my UG grammar students, no one has taken the time to demonstrate to them the relevance of grammar to anything.  This is a terrible defect in grammar education, rather like teaching high school physics without a Bunsen burner, if they still use them.  They understand the relevance of all the other areas, or so I assume, but since grammar has not relevance they won't waste time with it, and I can't blame them for the decision.  I can blame their teachers, though.

Herb


-----Original Message-----
From: Assembly for the Teaching of English Grammar on behalf of Linda Comerford
Sent: Mon 8/28/2006 1:56 PM
To: [log in to unmask]
Subject: Re: Grammar tests for Grammar Teachers
 
Scott, 

You've just indicated one of the biggest problems language arts teachers face--at least I did when I taught junior high.  I had five classes of 30 students for 45 minutes five days a week.  During that time, I was supposed to teach: 

*	Reading
*	Spelling
*	Vocabulary
*	Literature (poems, short stories, novels)
*	Writing (compositions, book reports)
*	Grammar
*	Speech (if I had time for that)

I understand that some schools have started allowing two periods of language arts per day, but even then squeezing in all of those subjects can be overwhelming.  Is it any wonder teachers may not emphasize grammar--especially if they may lack the tools to build well in that area anyway? 

Linda Comerford 
Comerford Consulting 
 
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