Ed Vavra wrote:
"When fundamental definitions such as this [what a clause is] change from
teacher to teacher, grade level to grade level, the public is right in
simply sending grammar and its teachers to Hades."

It is not my intention to further open up and irritate "old wounds" among
fellow ATEGers, but I think that Ed raises an important issue that I would
like to hear others comment on.  How important is agreement on terminology
and definitions among English grammarians?  Right away I think of major
disagreements among scholars in other disciplines--especially in the
"soft" sciences and humanities--and that doesn't seem to discredit them or
impede them in carrying out their teaching mission.

As a teacher of teachers, I think I see it as my mission to equip my
students NOT with a fixed, unchanging, and unquestionable set of
categories and terminology, but with a mind that is inclined to examine in
detail more carefully the vast resources that our language provides us.
How this mission works itself out on the K-12 level, I confess, I have not
thought about carefully enough.

And so I keep tuned into the marvelous conversations on this list serve,
hoping to receive some help.  Thanks, everyone, for your sometimes
passionate, always stimulating contributions!

R. Michael Medley, Ph.D.
Eastern Mennonite University, Harrisonburg, VA 22802
[log in to unmask]  (540) 432-4051



R. Michael Medley, Ph.D.
Director Intensive English Program
Eastern Mennonite University
1200 Park Road   Harrisonburg, VA 22802
Ph: 540-432-4051 Fax: 540-432-4444
************************************
"Understanding and shared meaning, when it occurs, is a small miracle,
brought about by the leap of faith that we call 'communication across
cultures.'"  --Claire Kramsch

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