NCTE: Isolated Grammar Drills Do Not Produce Good WritersRemember how much you
hated doing those sentence-diagramming exercises in junior high school? The NCTE (National Council of Teachers of English) isn't crazy about them, either. My favorite quotes from the article:
"Decades of research have shown that isolated grammar drills do little to improve student writing and are a poor use of instructional time. ...In classrooms where much of the time is spent on grammar exercises, student writing suffers. Students need to be able to compose complex, varied sentences, and they need to be able to proofread their writing for mistakes that might distract their audiences or distort their intended meaning. Skilled teachers of writing know how to teach grammar to their students as they write, when they have a particular need to know the information."I could not have said it better myself.
A few years ago, when I was tending bar in Atlanta, I got a late-night phone call from a friend. Her 13-year-old daughter was falling dangerously behind in language arts class. "Please,
please tell me you can help her," Harley* pleaded. "The state graduation test is coming up, but she's gone from loving this class to hating it. I can't even get her to crack a book, and the test is in six weeks. If she fails the test, she stays behind in 8th grade." So I agreed to help the girl.
I arrived at Harley's house to find a sullen (but otherwise very bright) teenager who had given up on language arts, and on school in general. I tried a gentle approach. "What's giving you trouble?" I asked her.
She thrust a two-inch-thick ring binder at me. "I have to know
all this for the graduation test."
Inside the binder was the stuff my worst nightmares are made of: sentence diagramming and grammar terminology; exercises such as "Diagram this sentence correctly" and "Is the gerund used correctly?" ran for 250 pages. I blinked and tried to rid my brain of the English 3608 - Advanced Linguistics flashbacks.
"Your teacher wants you to learn
this? Is
all of this going to be on the test?" I asked.
"Yeah," she said, with the prerequisite Teenage Eye Roll.
We worked for two hours on grammar basics and made up flash cards for the grammar terms. I also helped her figure out how to avoid the major sentence errors such as run-ons and comma splices. At the end of our time, though, I still couldn't understand how all the regurgitation of definition, all the diagramming, was going to help this bunch of junior-high students write better. Would these 8th graders remember how to diagram a sentence, or what the present perfect tense is, in 25 years?
Probably not. How was this sort of material supposed to prove that these kids got a good 8th-grade education?
I told Harley's daughter, "Since you grew up speaking English, you already have in your head most of the 'proper' rules for speaking and writing. It's a matter of remembering which rules to use when. You're not going to write the same way in an assignment for English class as you would when you're writing a note to your friend." Then we worked on deciphering what those 'proper' rules were. She got 95% of them correct on her first try.
It seemed to help a little. But I still couldn't shake the sinking feeling that this girl, and many of her classmates, would
not be passing a test filled with b.s. such as this. Someone at the highest levels of our state educational system had failed to exorcise his/her Ghost of English Classes Past—the one who clinks the chains and moans, “Grammar!
Grammar, my child! If they can define ‘participle,’ then they can write!”