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 be lost when reading papers. With that in mind, I implore teachers to teach their students about the rules and implications of grammar. It is important to guide students on how to use grammar properly during the practice of writing, rather than teaching grammar as a separate entity. Grammar can be taught and perfected during the duration of writing perfection, that is to say, that the rules governing grammar are most effectively taught when students can actually see its implications within their writings. This is Rei R. Noguchi’s main point in Grammar and the Teaching of Writing. Noguchi argues that teaching grammar in isolation is counterproductive, especially as it applies to the mechanics and quality of writing. Instead, use “writing grammar” techniques that eradicate that notion of “formal grammar” instruction, and allow students more autonomy, which will improve individual writing skills while simultaneously facilitating individual’s grammar usage. Research suggests, that “practice makes perfect”, this is proven valid in almost all sectors of human leaning acquisition. For instance, an individual attempting to learn how to ride a bike and do flips while on the bike, will most affectively learn how to do this by practice. However, learning how to do flips should not be something that is taught in isolation, parallel to grammar instruction; flips should be taught while practicing riding a bicycle. Ergo, both skills are perfected simultaneously and the overall acquisition of leaning is accomplished and reinforced with practice. We can accomplish this within the parameters of writing, by suggesting and teaching students when we as instructors see common errors in student’s papers. For instance, if a student hands me a paper full of problems with the use of transitions, I can offer some suggestions on how to introduce sentences more effectively; so that a structured flow can be accomplished within the paper.
Matthew R. Polito