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.
From:
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
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