Peter,

            I think people on this list may not focus much discussion on
avoidance of error because that issue was the only issue for a long
time, and they are trying to counter that approach. I don't know of
anyone who believes that avoidance of error is a misguided concept. In
fact, unless I am misguided myself, this whole enterprise of developing
a new public grammar is undertaken with the goal of teaching grammar in
a way that actually has a chance of positively affecting writing. This
kind of teaching would necessarily include attention to the conventions
of standard edited English, but it would, of course, incorporate much
more.

            Personally, I want students to consider the ways in which
language choices enhance or detract from meaning; part of that concern
entails being aware of the rhetorical effect of errors on their
audience-the ways in which error can interfere with their ability to
convey their thoughts in a manner that others can understand. Jokingly,
I offer students a suggestion I heard some years ago: "Remember, never
offend people with style when you can offend them with substance."
Students do seem to remember that sentence, and during workshops, I am
always delighted to hear one of them say, "I'm trying really hard not to
offend with style." At that point, I believe they are considering
avoidance of error as part of the whole of communication, not just as
adherence to a set of arcane and disembodied rules designed to make
their lives miserable.

 

Carolyn Kinslow

 

 

 

From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Peter Adams
Sent: Saturday, July 08, 2006 6:44 PM
To: [log in to unmask]
Subject: Re: Scope and sequence, rationale

 

I understand that the ATEG position is that the teaching of grammar has
wider goals than simply "the avoidance of error."  And over the years,
thanks to this list and to presentations at conferences, I have come to
embrace these wider goals.  However, the ATEG position sometimes sounds
to me to suggest that any concern with the avoidance of error is
misguided.  I would love to hear some ATEGers agree that reducing the
frequency and seriousness of error in student writing is a worthwhile
goal of grammar instruction, while recognizing that it should not be the
only goal.



Peter Adams



To join or leave this LISTSERV list, please visit the list's web
interface at: http://listserv.muohio.edu/archives/ateg.html and select
"Join or leave the list" 

Visit ATEG's web site at http://ateg.org/


To join or leave this LISTSERV list, please visit the list's web interface at:
     http://listserv.muohio.edu/archives/ateg.html
and select "Join or leave the list"

Visit ATEG's web site at http://ateg.org/