English 611 Seminar Paper

 Sad am I: no friend beside me Alexander Pushkin

This essay examines descriptive/stylistic models of grammar instruction.

 Bakhtin's concepts of parataxic sentences, as well as his theory of the "hero" in the sentence are discussed. 

 Please click on the PDF link below to view Jimmy Astacio's English 611/615 Seminar Paper

 

ReconceptualizingGrammarInstruction.pdf

 


 

IMPORTANT NOTE:

Far from advocating an "I'm right, you're wrong" approach to the teaching of grammar, this essay examines grammar as an inherent part of language.  Telling students that their usage of commas and semicolons is incorrect will not help them become better writers.  Even experienced writers have trouble with dangling modifiers.  

The point of  a progressive grammar curriculum should never be to prescribe hard and fast rules to students.  Instead, progressive grammar instruction seeks to create a space where both teachers and students can communicate about the structure of language.  

A progressive grammar curriculum also instructs students to break away from writing in a strict, academically correct manner.  Instead, students are encouraged to play with words, to use their knowledge of grammar to create expressive, creative sentences and powerful texts.  The fact that you understand this sentence means that both you, the reader, and me, the writer, are using English grammar, although we may not realize this.  The teaching of descriptive grammar has a place in the composition classroom as a means of introducing students to another aspect of language.  


I welcome any and all comments regarding this seminar paper.  

Please direct your comments to: jra23@humboldt.edu


 

 

 

Or, "Sad am I since I have no friend beside me?"

Or, "I am sad since I have no friend beside me?

Which one has more power and expression?  Read the seminar paper to find out.  

Click on the PDF link.