> Implicit in this viewpoint (a viewpoint I embrace) is that we teach aspects of > the structure of SAE because the students find it useful to be able to > use SAE when it suits their purposes. That means we're not teaching SAE > because everyone must command the prestige dialect. And that suggests to me, > that if a student chooses not to learn the usage details of Standard American > English, because they don't find it useful, then that should be their choice > too. Sorry, but I don't see how the last statement follows. As students, students should learn to use Standard English. If they wish to use non-standard English in other domains (as athletes, friends, etc.) that, of course, is an other matter. All the best, Mieke > > If it is truly their choice, then we shouldn't penalize them with grades. > > However, when I see usage issues like the following, in a 3rd and final draft > of a paper, at the end of the quarter, I am dismayed: > > "Now, location, a very important part of fishing because where > you go is half the success or failed of fishing. The mountains are > one of the best places to go because you have different > locations to choose from such a lake which is use all more crowded." > > I mean like while this kid is at times wondrous in his images ("My brother > started to get very mad his face turned bright red and is eyes dark green"), > seems to me that he falls down on "knowing English". His trouble goes way > beyond the Dirty Dozen of usage errors. > > I am very troubled assessing this student as passing College English, and > indeed I did not pass him. > > But then that puts me in a position of Language cop, a position which I don't > find a useful one to the students. > > Anyone have any ideas on the interrelation of how freeing yourself from usage > nearsightedness and grading mix? > > thanks! > > rebecca wheeler > > > dept. english > weber state university > ogden, utah 84408-1201 >