Blog 4: Williams

The beginning of this chapter was quite relevant to me, based on the topic of my writing proficiency portfolio essay. In the essay, we were challenged with the task of writing a document (with research) supporting grammar education in the schools. When writing this essay weeks ago, I was in strong support of grammar education, mostly because I fondly recalled my own experience being drilled mercilessly, thankful for what has resulted in writing relatively error-free pieces. Because I don't have to focus on my spelling, grammar, and mechanics, I'm at the stage in writing where I can focus on content.
Williams brings up some interesting perspectives regarding the teaching of grammar in primary and secondary settings. "Thus, by focusing on bits and pieces of writing--sentences, paragraphs, and grammar--the current-traditional approach ignores most of what writing is about. Moreover, telling students about the structural features of writing has little, if any, effect on writing skill because as soon as students actually start composing, they quite naturally focus on meaning," (Williams, 45). I do agree that writing is much more than jotting words on to a page. What I don't entirely agree with is that teaching grammar "ignores most of what writing is about." I believe teaching grammar seeks the long-term result for the student, consisting of professional, polished works. As a reader, if I pick up a paper that has oodles of errors, I find it difficult for me to move past that and focus on the actual content. I believe anyone in education would/should have that eye.
I believe a common-ground solution to this issue would be what Dr. Kearney had us practice during the peer review process of our Literacy Narrative. First, you read the paper for content and ONLY comment or offer criticism on that. The second part of the process that I would tweak for primary or secondary students would be that the paper should then be checked for grammar, mechanics, spelling, etc. At the college level we (hopefully) can catch most of our mistakes, but as educators, our job will be to guide and reinforce positive writing habits. For me, I believe we still have an imperative obligation to eqiup our students with tools that will serve them in the future. I don't know anyone that does not need to use at least verbal communication for their occupation and daily life. That said, a grammar education is important. Perhaps it is not so important, and perhaps the way we go about it is entirely wrong, but I believe the knowledge gained can serve anyone in their walk of life.