“Grammar has been taught for generations on the assumption that a knowledge of grammar helps students write better. Teachers, parents, administrators, politicians-all are convinced that students must know grammar to improve their writing, yet few have examined the underlying assumption or have reflected on their own experience” (173). Very true. I remember this very idea being drilled into my skull when I was a young lad. But as we have read, and discussed in class, our personal knowledge of grammar does not in fact create better writers, but rather has a potential to stifle our writing ability. If, as teachers, we force the idea of mechanics over creativity to students, we may be providing a great hindrance to them. The teacher I am working with for my student observation stated to me on the first day that language arts teachers are not just teachers of language, but also social studies teachers at the core. I believe this. I also believe that we are the ones who provide the basis for their philosophical questioning. I will go out on a limb and state that the two most essential courses students take in middle/high school are math and English; math teaches us how to compute, English teaches us everything else. I truly believe this is not an arrogant statement.
English classes help students see beyond their own personal scope. They are exposed to worlds, situations, dilemmas, and other events they may or may not ever encounter in their lifetime. English teachers give students the opportunity to think different and step outside their comfort zones. We teach philosophical thought. We encourage debate. We explore different points of view.
My point to all of this is essentially what Williams theme is throughout this chapter: teaching grammar is not essential to developmental growth. Ideas should come first. Grammar within the creativity community essentially has its own rules as well (try explaining that to a 12 year old). Big ideas first, dots and lines later.
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