Confessions: I’ve never diagrammed a sentence in my life. I always have to roll around lay/lie and who/whom in my head before I commit. And if someone put a gun to my head, threatening death unless I told them the pluperfect subjunctive tense of a regular verb, I most likely would die.
However, I love language, and I love to write. And gosh darn it, people can understand me, so what gives on the grammar front? Unfortunately, grammar has gotten a bad rap because teachers tend to trot out the grammar exercises as the path to writing greatness, when actually clarity of expression, significance of idea, and originality of style and voice have more primacy in good writing. Yes, correctness is significant because without an agreed upon system of communication, how could one enjoy the expression, idea, style and voice? But grammar and usage are only a small part of the wider practice of writing. Many of us have made grammar instruction the one and only path to better writing.
Let me save you a few years of frustration. In the first decade of my teaching career, I was a beast with the grammar worksheets and grammar units. But here’s what I discovered. Kids might score 100% on an isolated comma drill worksheet, but then write an essay as if they’d loaded up their BB gun and comma shot through every sentence.
Even after I circled every single grammatical mistake and wrote in the margin the page number where this error was addressed in the textbook, they might fix the errors on that draft, but would make the same mistakes on the next essay. The corrections didn’t stick.
I was teaching these rules in isolation without understanding that while most people think of grammar as a bunch of arbitrary rules, grammar is actually a system by which a writer can order words in sentences for power and beauty. Here are three broad tips I use for teaching grammar:
- Teach grammar in the context of their own writing. Teaching grammar in the context of a student’s own writing is the key to students understanding and applying the logic of a grammatical system. Students have varying readiness levels for grammar instruction, and meeting them where they are, on the page, is the most effective, differentiated instruction you can use. Read Constance Weaver’s Grammar to Enrich and Enhance Writing, a fantastic book that shows a teacher how to teach grammar in the context of a student’s own writing.
- Teach students explicitly the top 20 most common grammatical errors as they edit their own writing. Most students consistently make the same types of errors in their writing. After you’ve read several thousand student essays, you will see that the pattern of errors concentrates on about 20 old familiars. Showing them why these errors occur and how to remedy these errors will improve their writing more than a blue million grammar worksheets. Use mini-lessons to instruct students how to avoid The Big 20, and then refer back to those lessons during one-on-one conferences.
- Teach grammar in the context of their own reading. Students who read independently are more likely to absorb the sound and sense of syntax. They can hear the balance and rhythm in their own sentences. If a sentence is awkwardly constructed or logically flawed, they will be able to identify it even if they don’t know exactly what is wrong with it. That’s where you coach them on the structure or punctuation or positioning of clauses and phrases. Ask them to examine the sentences of an author they love. Illustrate the power of style, grammar and usage by examining the sentence structure and usage of William Faulkner alongside Raymond Carver.