Monthly Archives: October 2011

Mel Levine speaks about laziness in the terms of intellectual thinking.  I agree that as a society we have become more lazy in the information we accept, produce and can find room to care about.  This is due to our … Continue reading →

When I think of teaching writing I think foremost of teaching students to articulate their thoughts in the most expressive and precise way possible, but this comes from my background as a creative writer. In Creative Writing, grammar and form … Continue reading →

The formation of a clear and concise paper posses a daunting task for some individuals. More often than not, the use of grammar is identified by students as the principal challenge that often complicates their papers and cause readers to … Continue reading →

Zach Spiegel             Grammar at its best seems like an alienating combination of rules and exceptions, consisting of esoteric terms such as comma splices, dangling modifiers and the passive voice.  Writing has always been about unhindered self-expression without considering the … Continue reading →

Our first instinct, as writers, is to take a red pen to a student’s paper and begin adding commas, crossing out sentences, and correcting spelling.  However, during orientation at the beginning of this semester, we were told that our job … Continue reading →

Kyle Flyer Assignment 3 To Teach or Not To Teach?               People are judged by the way they carry themselves, which includes the way they speak, and first impressions are very important because they can leave lasting impressions. If … Continue reading →

In middle school and even in grammar school (how ironic) we as students were brought up being taught formal grammar rules, not only in our language arts class, but also in other classes because it is the correct way of … Continue reading →

In reading, Grammar and the Teaching of Writing I found it very interesting that many have formed the opinion that the formal and typical teaching of grammar is unpopular.  The tedious teaching and monotonous exercises in regard to grammar are … Continue reading →

I text message every day.  Every day.  Nonstop, back and forth, on and on.  I am certain I am not alone in this phenomenon and that most people in the present do the same.  However, as much as I adore … Continue reading →

While I generally resist modern society’s tendency to change things that are so deeply rooted in our history just to make life as easy as possible, I can’t help but agree with much of what Rei Noguchi suggests in the … Continue reading →

By: Elizabeth Tang “Just as long as you understand what you’re writing down now, you can go back and revise later.” I say this at least once to every student of mine. I always urge them to jot down their … Continue reading →

I think that Noguchi’s article brought up issues in grammar education that were similar to those discussed by Curzan in our previous reading. The most important point which I think he brought up is the fact that the grammar that … Continue reading →

I consider myself a multifaceted individual with respect to writing. I was taught grammar, had it instilled in me by a relentless nun: she made sure that we loved conjugating verbs and could identify objective complements effortlessly. Noguchi’s three initial … Continue reading →

In Grammar and the Teaching of Writing, Rei Noguchi questions the relevance of the study of grammar to the development of the art of writing. Although I firmly believe that grammar is important, I also think it is important to … Continue reading →

Anne Curzan’s article, “Says Who” serves as a very informative and enlightening platform for readers. I am a strong advocate of questioning the reasoning behind specific rules and I have a deep respect for her digging into the reasoning behind … Continue reading →

by Nick Borner Rei Noguchi makes some very interesting and relevant points in his article, “Grammar and the Teaching of Writing,” that the implementation of a formal grammar curriculum in elementary and secondary education has proven to be wasting time … Continue reading →

Noguchi’s article addresses the fact that the way those in education teach grammar desperately needs to be reevaluated.The main conflict of her article is between the need to emphasize proper grammar and the need to encourage the deeper aspects of … Continue reading →

The author of Grammar and the Teaching of Writing spends a good deal of time discussing how grammar is a very abstract concept. People are taught grammatical rules, but never really understand why they are learning them and how they are … Continue reading →

In this essay, Noguchi questions whether formal grammar instruction belongs in school curriculums. I think that everyone should have both an explicit knowledge of grammar, which comes from learning formal grammar, but also an implicit knowledge of grammar, which is … Continue reading →