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The Politics of Grammar and the
       Importance of Using
Edited Standard Written English in
Academic and Professional Writing
What is
grammar?

                 Who cares?
           (We’ll get back to this.)
Definition of GRAMMAR
1
a : the study of the classes of words, their inflections, and their
functions and relations in the sentence

b : a study of what is to be preferred and what avoided in inflection
and syntax

2
a : the characteristic system of inflections and syntax of a language

b : a system of rules that defines the grammatical
structure of a language                          Source:

                                                   merriam-webster.com
Definition of INFLECTION
1
: the act or result of curving or bending : bend Source:
2                                                merriam-webster.com

: change in pitch or loudness of the voice
3
a : the change of form that words undergo to mark such distinctions
 as those of case, gender, number, tense, person, mood, or voice

b : a form, suffix, or element involved in such variation
Definition of SYNTAX                                      Source:

1                                           merriam-webster.com

a : the way in which linguistic elements (as words) are put
together to form constituents (as phrases or clauses)

b : the part of grammar dealing with this
2
: a connected or orderly system : harmonious arrangement of
parts or elements <the syntax of classical architecture>
3
: syntactics especially as dealing with the formal properties of
languages or calculi
                        My over view: the term      The part of grammar         The part of grammar
                        “grammar” refers to the     concerned with word         concerned with the order
                        way we use language and     usage, of what form of a    of words in language is
                        our rules for using         word to use in a given      syntax. Non-native
                        language. Grammar has       language situation, is      speakers/writers
                        t wo parts: inflection and   called inflection. When to   struggle with syntax
                        syntax.                     use “who” and “whom” is     more often than native
                                                    a matter of inflection.      speakers.
Which is correct?
Which features errors in syntax?
Which features errors in inflection?


She and I went to the store.

Me and her gone to the store.

Went store to she I and the.

The second sentence does not reveal its meaning as precisely as the first. The
third group of words cannot be considered a sentence at all because it does not
communicate a thought.

The difference between the first and second sentences is a difference of degree.
One is considerably more effective than the other, but both communicate
meaning. The third does not.
1. So now we know what grammar is and what kind of errors
we’re most likely to have in our writing...if both the first and
the second sentences in the previous slide communicate
meaning, what does it matter?

2. Why should someone fail ENG 1113 for using language
consistent with sentence two if it conveys meaning?

This is where it grammar becomes political. I recently found
part of a speech (we will listen to in the next slide) in a book
that I am reading about teaching writing (Engaging Ideas by
John C. Bean). It illustrates the politics of grammar. It is from
a speech by Civil Rights Era political activist, Stokely            (My answers)
Carmichael.                                                         1. The two sentences differ in
                                                                    how precisely and effectively they
The slide following the speech will analyze the content and         convey meaning.
presentation of Carmichael’s message in order to illustrate the
point that speaking and writing in the standard of the language
                                                                    2. For one’s writing to have credibility and to
is most advantageous to anyone wanting to compel and convince
an audience.                                                        earn the serious consideration of academic and
                                                                    professional readers, it must be presented in
                                                                    Edited Standard Written English.
                                                                    To pass the course, students not only
                                                                    have to demonstrate skill in writing effective
                                                                    content, but also establish the ability present
                                                                    that content in Edited Written Standard
                                                                    English.
Stokely Carmichael

 *He coined the terms “black power” and
 “institutional racism”

 *He was active in the Black Panther Party

 *He worked with Martin Luther King Jr.
 on several occasions but ultimately
 disagreed with King’s non-violent approach
 to change and pursuit of an integrated
 society

 Listen to him here (then go to the next
 slide to read the text of his speech):
 http://www.youtube.com/watch?
 v=plz0vb2Qczo
http://www.youtube.com/watch?v=plz0vb2Qczo

We are an African people, nothing else. We have always been an African people.
We have always maintained our own value system, and I will prove that to you.
As much as he has tried, our people have resisted for 413 years in this wilderness,
and they resisted for this generation to carry out what must be done. We cannot
fail our ancestors. We cannot fail our ancestors. We cannot fail our ancestors.

We resisted in every way you can point to. Take the English language. There are
cats who come here from Italy, from Germany, from Poland, from France. In two
generations they speak english perfectly. We have never spoken English correctly.
Never have we spoken English correctly. Never. Never.
Never.

And that is because our people consciously resisted a language that did not
belong to us. Never did. Never will. Anyhow they try to run it down our throats, we
ain’t gone have it. We ain’t gone have it. You must understand that as a level of
resistance. Anybody can speak that simple honkey's language correctly. Anybody
can do it. We have not done it because we have resisted. Resisted.

NOTICE: Carmichael’s speech is, with only the exception of minor and clearly
intentional deviations, STANDARD ENGLISH.
SO, why doesn’t Carmichael
practice what he preaches?
 What Carmichael calls “that simple honkey’s language” is Standard
 English. His message to resist using Standard English is delivered
 almost entirely in Standard English. The exception is the repeated
 line, “We ain’t gone have it, “ but this is an intentional deviation
 included to reinforce a message which otherwise transposes as
 Standard English. So, why does he use Standard English to rally an
 audience to resist speaking Standard English?

 Is it because he wants his words to carry the most power and
 influence possible with the audience (or audiences) to whom he is
 speaking? Is it because he wants to communicate as clearly as
 possible to the broadest audience?
In academic, professional, and public life,
presenting your thoughts in Edited Standard
Written English is a matter of credibility.

If you want your words to be taken
seriously by a general audience, use
Standard English.
In the real world, who
        cares?
instructors and
professors

bosses and
prospective employers

coworkers

customers

employees
Ways of looking at grammar instruction
at the college level:
   The rules of             “The teaching of
   grammar must be        grammar is the
   taught explicitly to
                          exercise of power and
   produce improved
   skill in writing       little else; we should
   grammatically          turn to more
   correct sentences in   important
   Standard English.      matters.” (Patrick
                          Hartwell, 1985)
Study after study, dating back to the
sixties, demonstrates that the
teaching of grammar rules does not
result in better student writing.

Hartwell uses this analogy: baseball
coaches don't sit their players down
and have them learn the extremely
complex scientific formula for
catching a fly ball before they put
them on the field and have them
catch fly balls. Furthermore, could
any of the players figure out the
complex formula, that would in no
way indicate that the same player
would be the best among his peers at
catching fly balls. Simply put, Hartwell
and many other scholars have
concluded that the teaching of
grammar does not improve writing.
The unfortunate reality is that a high percentage of
students continue to struggle with the formal rules of
English and are not well prepared to present their
thoughts in Edited Standard Written English.

However, in one classroom of students, three may not
understand how to punctuate complete thoughts clearly,
five may be in the habit of using commas like salt and
pepper, five may have serious difficulty with spelling,
three may struggle with subject-verb agreement, and
seven may use Standard English effectively. The focus of
the course remains on improving students' ability to write
well organized, detailed, and sophisticated content that
illustrates evidence of critical thought.
At the college level, filling in the gaps of your
understanding of the rules of grammar and
mechanics is an individual responsibility. Take
advantage of relevant chapters and pages of your
textbook or resources available online, such as
the online writing lab for Purdue University
known as The OWL. (Google OWL Purdue and you
will find a treasure trove of resources for correct
usage.)
Compare grammar to fashion: consider
 the occasion and dress appropriately.

                        If you showed up for
                        work or a job interview
                        looking like this
                        character, you’d be
                        dismissed. You would not
                        make it past the front
                        door. DRESS
                        APPROPRIATELY.




                                Likewise, if your
                                academic and
                                professional writing is
                                as sloppy, it does not
                                merit serious
                                consideration. EDIT FOR
                                STANDARD ENGLISH.
Check out these sites
          for further proof:
           http://www.copyblogger.com/5-common-mistakes-that-make-you-
           look-dumb/

           http://www.techrepublic.com/blog/10things/10-flagrant-grammar-
           mistakes-that-make-you-look-stupid/320

           http://www.you-can-teach-writing.com/grammar_websites.html

This last one is for
prospective middle school
teachers and points out
top status marking
errors that everyone
should strive to avoid.
The key is to realize that
language use=status.
Overview:

Grammar is the way we use language and it is a system of rules
for using language.

Studies show that teaching grammar at the college level does not
result in improved writing. In this course, using correct grammar is
a revision issue, and should be considered when editing your writing
for presentation.

Using correct grammar in academic writing is a matter of style and
credibility, and the ability to do so is a pre-requisite skill of this
course.

It is smart to follow the rules of grammar for professional and
academic occasions; make your own call for other occasions.
For this class, the only assignments that will
be graded for Edited Standard Written
English are final drafts of papers and
examination essays. The rubric I will use to
grade your papers is included in my Course
Outline. Your final papers are expected to
have fewer than three deviations from
Edited Standard Written English per page (or
per 300 words). Papers with more errors
than this are not eligible for passing grades.

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ESWE for Academic Writing

  • 1. The Politics of Grammar and the Importance of Using Edited Standard Written English in Academic and Professional Writing
  • 2. What is grammar? Who cares? (We’ll get back to this.)
  • 3. Definition of GRAMMAR 1 a : the study of the classes of words, their inflections, and their functions and relations in the sentence b : a study of what is to be preferred and what avoided in inflection and syntax 2 a : the characteristic system of inflections and syntax of a language b : a system of rules that defines the grammatical structure of a language Source: merriam-webster.com
  • 4. Definition of INFLECTION 1 : the act or result of curving or bending : bend Source: 2 merriam-webster.com : change in pitch or loudness of the voice 3 a : the change of form that words undergo to mark such distinctions as those of case, gender, number, tense, person, mood, or voice b : a form, suffix, or element involved in such variation
  • 5. Definition of SYNTAX Source: 1 merriam-webster.com a : the way in which linguistic elements (as words) are put together to form constituents (as phrases or clauses) b : the part of grammar dealing with this 2 : a connected or orderly system : harmonious arrangement of parts or elements <the syntax of classical architecture> 3 : syntactics especially as dealing with the formal properties of languages or calculi My over view: the term The part of grammar The part of grammar “grammar” refers to the concerned with word concerned with the order way we use language and usage, of what form of a of words in language is our rules for using word to use in a given syntax. Non-native language. Grammar has language situation, is speakers/writers t wo parts: inflection and called inflection. When to struggle with syntax syntax. use “who” and “whom” is more often than native a matter of inflection. speakers.
  • 6. Which is correct? Which features errors in syntax? Which features errors in inflection? She and I went to the store. Me and her gone to the store. Went store to she I and the. The second sentence does not reveal its meaning as precisely as the first. The third group of words cannot be considered a sentence at all because it does not communicate a thought. The difference between the first and second sentences is a difference of degree. One is considerably more effective than the other, but both communicate meaning. The third does not.
  • 7. 1. So now we know what grammar is and what kind of errors we’re most likely to have in our writing...if both the first and the second sentences in the previous slide communicate meaning, what does it matter? 2. Why should someone fail ENG 1113 for using language consistent with sentence two if it conveys meaning? This is where it grammar becomes political. I recently found part of a speech (we will listen to in the next slide) in a book that I am reading about teaching writing (Engaging Ideas by John C. Bean). It illustrates the politics of grammar. It is from a speech by Civil Rights Era political activist, Stokely (My answers) Carmichael. 1. The two sentences differ in how precisely and effectively they The slide following the speech will analyze the content and convey meaning. presentation of Carmichael’s message in order to illustrate the point that speaking and writing in the standard of the language 2. For one’s writing to have credibility and to is most advantageous to anyone wanting to compel and convince an audience. earn the serious consideration of academic and professional readers, it must be presented in Edited Standard Written English. To pass the course, students not only have to demonstrate skill in writing effective content, but also establish the ability present that content in Edited Written Standard English.
  • 8. Stokely Carmichael *He coined the terms “black power” and “institutional racism” *He was active in the Black Panther Party *He worked with Martin Luther King Jr. on several occasions but ultimately disagreed with King’s non-violent approach to change and pursuit of an integrated society Listen to him here (then go to the next slide to read the text of his speech): http://www.youtube.com/watch? v=plz0vb2Qczo
  • 9. http://www.youtube.com/watch?v=plz0vb2Qczo We are an African people, nothing else. We have always been an African people. We have always maintained our own value system, and I will prove that to you. As much as he has tried, our people have resisted for 413 years in this wilderness, and they resisted for this generation to carry out what must be done. We cannot fail our ancestors. We cannot fail our ancestors. We cannot fail our ancestors. We resisted in every way you can point to. Take the English language. There are cats who come here from Italy, from Germany, from Poland, from France. In two generations they speak english perfectly. We have never spoken English correctly. Never have we spoken English correctly. Never. Never. Never. And that is because our people consciously resisted a language that did not belong to us. Never did. Never will. Anyhow they try to run it down our throats, we ain’t gone have it. We ain’t gone have it. You must understand that as a level of resistance. Anybody can speak that simple honkey's language correctly. Anybody can do it. We have not done it because we have resisted. Resisted. NOTICE: Carmichael’s speech is, with only the exception of minor and clearly intentional deviations, STANDARD ENGLISH.
  • 10. SO, why doesn’t Carmichael practice what he preaches? What Carmichael calls “that simple honkey’s language” is Standard English. His message to resist using Standard English is delivered almost entirely in Standard English. The exception is the repeated line, “We ain’t gone have it, “ but this is an intentional deviation included to reinforce a message which otherwise transposes as Standard English. So, why does he use Standard English to rally an audience to resist speaking Standard English? Is it because he wants his words to carry the most power and influence possible with the audience (or audiences) to whom he is speaking? Is it because he wants to communicate as clearly as possible to the broadest audience?
  • 11. In academic, professional, and public life, presenting your thoughts in Edited Standard Written English is a matter of credibility. If you want your words to be taken seriously by a general audience, use Standard English.
  • 12. In the real world, who cares? instructors and professors bosses and prospective employers coworkers customers employees
  • 13. Ways of looking at grammar instruction at the college level: The rules of “The teaching of grammar must be grammar is the taught explicitly to exercise of power and produce improved skill in writing little else; we should grammatically turn to more correct sentences in important Standard English. matters.” (Patrick Hartwell, 1985)
  • 14. Study after study, dating back to the sixties, demonstrates that the teaching of grammar rules does not result in better student writing. Hartwell uses this analogy: baseball coaches don't sit their players down and have them learn the extremely complex scientific formula for catching a fly ball before they put them on the field and have them catch fly balls. Furthermore, could any of the players figure out the complex formula, that would in no way indicate that the same player would be the best among his peers at catching fly balls. Simply put, Hartwell and many other scholars have concluded that the teaching of grammar does not improve writing.
  • 15. The unfortunate reality is that a high percentage of students continue to struggle with the formal rules of English and are not well prepared to present their thoughts in Edited Standard Written English. However, in one classroom of students, three may not understand how to punctuate complete thoughts clearly, five may be in the habit of using commas like salt and pepper, five may have serious difficulty with spelling, three may struggle with subject-verb agreement, and seven may use Standard English effectively. The focus of the course remains on improving students' ability to write well organized, detailed, and sophisticated content that illustrates evidence of critical thought.
  • 16. At the college level, filling in the gaps of your understanding of the rules of grammar and mechanics is an individual responsibility. Take advantage of relevant chapters and pages of your textbook or resources available online, such as the online writing lab for Purdue University known as The OWL. (Google OWL Purdue and you will find a treasure trove of resources for correct usage.)
  • 17. Compare grammar to fashion: consider the occasion and dress appropriately. If you showed up for work or a job interview looking like this character, you’d be dismissed. You would not make it past the front door. DRESS APPROPRIATELY. Likewise, if your academic and professional writing is as sloppy, it does not merit serious consideration. EDIT FOR STANDARD ENGLISH.
  • 18. Check out these sites for further proof: http://www.copyblogger.com/5-common-mistakes-that-make-you- look-dumb/ http://www.techrepublic.com/blog/10things/10-flagrant-grammar- mistakes-that-make-you-look-stupid/320 http://www.you-can-teach-writing.com/grammar_websites.html This last one is for prospective middle school teachers and points out top status marking errors that everyone should strive to avoid. The key is to realize that language use=status.
  • 19. Overview: Grammar is the way we use language and it is a system of rules for using language. Studies show that teaching grammar at the college level does not result in improved writing. In this course, using correct grammar is a revision issue, and should be considered when editing your writing for presentation. Using correct grammar in academic writing is a matter of style and credibility, and the ability to do so is a pre-requisite skill of this course. It is smart to follow the rules of grammar for professional and academic occasions; make your own call for other occasions.
  • 20. For this class, the only assignments that will be graded for Edited Standard Written English are final drafts of papers and examination essays. The rubric I will use to grade your papers is included in my Course Outline. Your final papers are expected to have fewer than three deviations from Edited Standard Written English per page (or per 300 words). Papers with more errors than this are not eligible for passing grades.

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