3. Definition of GRAMMAR
1
a : the study of the classes of words, their inflections, and their
functions and relations in the sentence
b : a study of what is to be preferred and what avoided in inflection
and syntax
2
a : the characteristic system of inflections and syntax of a language
b : a system of rules that defines the grammatical
structure of a language Source:
merriam-webster.com
4. Definition of INFLECTION
1
: the act or result of curving or bending : bend Source:
2 merriam-webster.com
: change in pitch or loudness of the voice
3
a : the change of form that words undergo to mark such distinctions
as those of case, gender, number, tense, person, mood, or voice
b : a form, suffix, or element involved in such variation
5. Definition of SYNTAX Source:
1 merriam-webster.com
a : the way in which linguistic elements (as words) are put
together to form constituents (as phrases or clauses)
b : the part of grammar dealing with this
2
: a connected or orderly system : harmonious arrangement of
parts or elements <the syntax of classical architecture>
3
: syntactics especially as dealing with the formal properties of
languages or calculi
My over view: the term The part of grammar The part of grammar
“grammar” refers to the concerned with word concerned with the order
way we use language and usage, of what form of a of words in language is
our rules for using word to use in a given syntax. Non-native
language. Grammar has language situation, is speakers/writers
t wo parts: inflection and called inflection. When to struggle with syntax
syntax. use “who” and “whom” is more often than native
a matter of inflection. speakers.
6. Which is correct?
Which features errors in syntax?
Which features errors in inflection?
She and I went to the store.
Me and her gone to the store.
Went store to she I and the.
The second sentence does not reveal its meaning as precisely as the first. The
third group of words cannot be considered a sentence at all because it does not
communicate a thought.
The difference between the first and second sentences is a difference of degree.
One is considerably more effective than the other, but both communicate
meaning. The third does not.
7. 1. So now we know what grammar is and what kind of errors
we’re most likely to have in our writing...if both the first and
the second sentences in the previous slide communicate
meaning, what does it matter?
2. Why should someone fail ENG 1113 for using language
consistent with sentence two if it conveys meaning?
This is where it grammar becomes political. I recently found
part of a speech (we will listen to in the next slide) in a book
that I am reading about teaching writing (Engaging Ideas by
John C. Bean). It illustrates the politics of grammar. It is from
a speech by Civil Rights Era political activist, Stokely (My answers)
Carmichael. 1. The two sentences differ in
how precisely and effectively they
The slide following the speech will analyze the content and convey meaning.
presentation of Carmichael’s message in order to illustrate the
point that speaking and writing in the standard of the language
2. For one’s writing to have credibility and to
is most advantageous to anyone wanting to compel and convince
an audience. earn the serious consideration of academic and
professional readers, it must be presented in
Edited Standard Written English.
To pass the course, students not only
have to demonstrate skill in writing effective
content, but also establish the ability present
that content in Edited Written Standard
English.
8. Stokely Carmichael
*He coined the terms “black power” and
“institutional racism”
*He was active in the Black Panther Party
*He worked with Martin Luther King Jr.
on several occasions but ultimately
disagreed with King’s non-violent approach
to change and pursuit of an integrated
society
Listen to him here (then go to the next
slide to read the text of his speech):
http://www.youtube.com/watch?
v=plz0vb2Qczo
9. http://www.youtube.com/watch?v=plz0vb2Qczo
We are an African people, nothing else. We have always been an African people.
We have always maintained our own value system, and I will prove that to you.
As much as he has tried, our people have resisted for 413 years in this wilderness,
and they resisted for this generation to carry out what must be done. We cannot
fail our ancestors. We cannot fail our ancestors. We cannot fail our ancestors.
We resisted in every way you can point to. Take the English language. There are
cats who come here from Italy, from Germany, from Poland, from France. In two
generations they speak english perfectly. We have never spoken English correctly.
Never have we spoken English correctly. Never. Never.
Never.
And that is because our people consciously resisted a language that did not
belong to us. Never did. Never will. Anyhow they try to run it down our throats, we
ain’t gone have it. We ain’t gone have it. You must understand that as a level of
resistance. Anybody can speak that simple honkey's language correctly. Anybody
can do it. We have not done it because we have resisted. Resisted.
NOTICE: Carmichael’s speech is, with only the exception of minor and clearly
intentional deviations, STANDARD ENGLISH.
10. SO, why doesn’t Carmichael
practice what he preaches?
What Carmichael calls “that simple honkey’s language” is Standard
English. His message to resist using Standard English is delivered
almost entirely in Standard English. The exception is the repeated
line, “We ain’t gone have it, “ but this is an intentional deviation
included to reinforce a message which otherwise transposes as
Standard English. So, why does he use Standard English to rally an
audience to resist speaking Standard English?
Is it because he wants his words to carry the most power and
influence possible with the audience (or audiences) to whom he is
speaking? Is it because he wants to communicate as clearly as
possible to the broadest audience?
11. In academic, professional, and public life,
presenting your thoughts in Edited Standard
Written English is a matter of credibility.
If you want your words to be taken
seriously by a general audience, use
Standard English.
12. In the real world, who
cares?
instructors and
professors
bosses and
prospective employers
coworkers
customers
employees
13. Ways of looking at grammar instruction
at the college level:
The rules of “The teaching of
grammar must be grammar is the
taught explicitly to
exercise of power and
produce improved
skill in writing little else; we should
grammatically turn to more
correct sentences in important
Standard English. matters.” (Patrick
Hartwell, 1985)
14. Study after study, dating back to the
sixties, demonstrates that the
teaching of grammar rules does not
result in better student writing.
Hartwell uses this analogy: baseball
coaches don't sit their players down
and have them learn the extremely
complex scientific formula for
catching a fly ball before they put
them on the field and have them
catch fly balls. Furthermore, could
any of the players figure out the
complex formula, that would in no
way indicate that the same player
would be the best among his peers at
catching fly balls. Simply put, Hartwell
and many other scholars have
concluded that the teaching of
grammar does not improve writing.
15. The unfortunate reality is that a high percentage of
students continue to struggle with the formal rules of
English and are not well prepared to present their
thoughts in Edited Standard Written English.
However, in one classroom of students, three may not
understand how to punctuate complete thoughts clearly,
five may be in the habit of using commas like salt and
pepper, five may have serious difficulty with spelling,
three may struggle with subject-verb agreement, and
seven may use Standard English effectively. The focus of
the course remains on improving students' ability to write
well organized, detailed, and sophisticated content that
illustrates evidence of critical thought.
16. At the college level, filling in the gaps of your
understanding of the rules of grammar and
mechanics is an individual responsibility. Take
advantage of relevant chapters and pages of your
textbook or resources available online, such as
the online writing lab for Purdue University
known as The OWL. (Google OWL Purdue and you
will find a treasure trove of resources for correct
usage.)
17. Compare grammar to fashion: consider
the occasion and dress appropriately.
If you showed up for
work or a job interview
looking like this
character, you’d be
dismissed. You would not
make it past the front
door. DRESS
APPROPRIATELY.
Likewise, if your
academic and
professional writing is
as sloppy, it does not
merit serious
consideration. EDIT FOR
STANDARD ENGLISH.
18. Check out these sites
for further proof:
http://www.copyblogger.com/5-common-mistakes-that-make-you-
look-dumb/
http://www.techrepublic.com/blog/10things/10-flagrant-grammar-
mistakes-that-make-you-look-stupid/320
http://www.you-can-teach-writing.com/grammar_websites.html
This last one is for
prospective middle school
teachers and points out
top status marking
errors that everyone
should strive to avoid.
The key is to realize that
language use=status.
19. Overview:
Grammar is the way we use language and it is a system of rules
for using language.
Studies show that teaching grammar at the college level does not
result in improved writing. In this course, using correct grammar is
a revision issue, and should be considered when editing your writing
for presentation.
Using correct grammar in academic writing is a matter of style and
credibility, and the ability to do so is a pre-requisite skill of this
course.
It is smart to follow the rules of grammar for professional and
academic occasions; make your own call for other occasions.
20. For this class, the only assignments that will
be graded for Edited Standard Written
English are final drafts of papers and
examination essays. The rubric I will use to
grade your papers is included in my Course
Outline. Your final papers are expected to
have fewer than three deviations from
Edited Standard Written English per page (or
per 300 words). Papers with more errors
than this are not eligible for passing grades.
