I have a couple of “sideways” error types in my personal
list – things that don’t typically show up on lists of errors, but
which lead to grammar issues; they’re more in the “Orwell wing”
of language glitches than the “Warriner wing.”
1. Not understanding that language choices have to take the context
and audience into account.
2. Choosing words and structures primarily on the basis
of their sounding fancy (e.g., automatically replacing “use” with “utilize”)
3. Using words and structures without devoting any conscious
thought to them (“free gift!”).
4. Losing track of choices you made earlier in the text (this
handles shifts, but also some usage issues).
Bill Spruiell
Dept. of English
Central Michigan University
From: Assembly for the
Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Carol
Morrison
Sent: Friday, January 18, 2008 3:17 PM
To: [log in to unmask]
Subject: Re: Interview Questions/#10-Top Ten Grammatical/Mechanical
Topics
Partially based on Connors & Lunsford's study and
Hairston's hierarchy of errors, these are my top 10, not necessarily listed in
any order of increasing or decreasing importance:
2) Run-On or Fused Sentences
3) Subject-Verb agreement
4) Verb Tense (wrong tense or form)
I actually have a list of 15 grammatical/mechanical/usage
concerns, but these are the top ten, as requested (for what it's worth).
Adjunct Professor of English
Bucks County Community College
Great questions, Steve! And here's a challenge for the rest
of you: I'd be very interested in knowing how all of you would answer his
intriguing Top 10 question. Any takers?
Linda
Comerford
317.786.6404
[log in to unmask]
www.comerfordconsulting.com
From: Assembly for the Teaching of English
Grammar [mailto:[log in to unmask]] On Behalf Of [log in to unmask]
Sent: Friday, January 18, 2008 1:47 PM
To: [log in to unmask]
Subject: Re: Interview Questions?
Herb,
I think you should ask directly about the candidates's work and
experience. I am sure you want someone who not only values grammar but
also can teach it well?
How do you teach grammar as a part of composition?
Where and how do you address it?
What grammatical areas do you find students need help with most these days?
How much does grammar count when you grade compositions?
How do you assess grammatical understanding of your students?
How would you explain the use of commas in a series to a student?
What have you found works with students who seem to have difficulty
understanding a grammatical concept?
How do you make grammar interesting as many students find it dull?
What do you think are the top 10 grammatical/mechanical topics students MUST
master before they graduate?
Ask to look at some compositions the candidates have corrected. Ask to see
samples of their own writing.
Etc.
Steve Cohen
The Allen-Stevenson School
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