M. Sloan

Book Review #1

02 July 1997

Noguchi, Rei R. Grammar and the Teaching of Writing: Limits and Possibilities. NCTE 1991.

Major Points of Interest:

´ Although it is true that grammar does not have an effect on certain areas of writing (e.g. content & organization), it can affect the "style" aspect of writing.

´ Because of this, we still are justified in teaching grammar, but our goal should be to decrease grammar instruction so that we can spend more time on other areas of writing.

´ Academic studies & "new trends" may tell us that the language is changing & thus we don't need to worry about "surface" issues in our students' writing, but the truth is that the "general populace," and especially those who will be doing the hiring, is still quite conservative when it comes to usage issues.

´ According to studies done, "big issues" relating to grammar that we need to cover are: sentence fragments, run-on sentences, subject-verb agreement errors

´In light of this, Noguchi argues that we don't need to teach all of grammar, simply the minimal categories needed to help students improve their writing. In his mind, this involves "Sentence" and "Nonsentence", "Fragment," "Modifier," "Subject," and "Verb"

´ He proposes a "functional" grammar based on students' underlying knowledge of the language. (all native speakers have this understanding ; Withough this underlying knowledge, our students wouldn't even be able to form an English sentence. Of course, this proposal may argue against this theory... I sometimes wonder if my students can produce an English sentence!)

´ He next proposes methods of drawing on this underlying knowledge to help students isolate subjects and main verbs. He also proposes methods for enabling students to recognize complete sentences, fragments, and presentence modifiers.

´ Near the end, Noguchi turns to some thoughts on "organization" and notes that the emphasis of a sentence is based on its structure--what comes near the end is usually what is emphasized.He also talks about the "Given-New" structure of sentences & how that is importance to coherence & how it relates also to paragraphs and even to essays.

´ One "editorial" comment/question--throughout the book I was alternately struck by the "simplicity" of his method & the sophistication of his concepts. Part of me thinks "Great! This will work!" and the other part of me thinks that, as simple as it may seem, the concepts & thinking required to understand this are far beyond most of my students--especially my freshmen.

Implications for my teaching:

I was incredibly excited about teaching grammar last year, but unfortunately I found out that my students weren't anywhere near as excited as I was. I also found that some of the methods I tried to use were entirely ineffective with my students. I still want to incorporate grammar into my classes, though, and the following are things I would like to attempt:

´ Use underlying the students underlying knowledge to help them "induce" the various parts of a sentence & recognize a sentence & a non-sentence. The "activities" that Noguchi propose almost seem like just a whole lot of "busywork," but, provided that my students actually do have this ability & understanding, they might just work! (if you would like to see some of the activities he proposes, I have placed them in the "From Molly" file)

´ Discuss & study the concept of emphasis & the "given-new" relationship, especially with my students in Expository Writing...and possibly even with my freshmen, who perhaps need it more than any others. (but I'm not entirely comfortable with the concept myself & I don't know how much of the concept they will be able to internalize)

How this book might interest others

This book included some pretty involved reading, so a lot of the book would interest only those really interested in Grammar or those who need to defend the teaching of grammar. However, the activities & the concept that students actually may already know a lot about grammar could be of interest to any teacher--even in to the upper elementary grades probably--because of the implications that this can have on writing & on how (or if) we teach grammar.

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