In 1971, after years of scrounging and clawing, my parents were able to build their dream home on the largest lot at the new golf course in my home town. This was a redneck working-class vision of what it meant to achieve the American Dream.
As a consequence, I lived on and worked at this golf course (called a “country club” without a speck of irony) throughout my adolescence. Some of my formative moments, then, occurred on the golf course while I was working—including discovering that when a teen has been covertly drinking mini-bottles of liquor for hours virtually every adult can see that in about 2 seconds.
The grass on the course itself was over-seeded a couple times a year, and this required the work of all the employees and many of the club members simply volunteering, including my father.
One fall, I believe, I was told to drive around the old pickup truck used exclusively on the course. I was likely a year or so away from driving legally.
The truck was a 3-speed manual shift on the column and a transmission that worked about as well as you’d imagine for a work truck that never left the fairways of a redneck golf course.
My father hopped in the passenger seat and told me what to do, throwing around terms such as “clutch” as well as all the intricacies of column shifting. I was overwhelmed and terrified.
Within moments, he had me start the truck, and lurch forward, coaching me along the way about using the three pedals and finding the sweat spot for engaging and releasing the clutch (I would drive manual transmission cars with glee well into my late twenties when a broken ankle proved to me the practicality of automatic transmissions).
Soon I was left alone with this beast of a truck to shuttle whatever was needed all over the golf course. Within hours, I was pretty damn proficient despite the rolling berms of the fairways, the steep hills, and the idiosyncratic transmission in this truck well past its prime.
Once again on NCTE’s Connected Community’s Teaching and Learning Forum questions about teaching grammar surfaced, and as I often do, I thought about how we learn to drive cars.
Driving a car and composing are quite similar since they are holistic behaviors that require many seemingly simultaneous decisions performed in some type of “rules” environment (driving within laws and writing within conventions, what people commonly call “grammar” to encompass grammar, mechanics, and usage).
As well, I am convinced that both are best learned by actually doing the whole thing, preferably with an experienced mentor guiding the learning process.
And thus we come to a recurring and powerful question whenever the grammar debate claws its way zombie-like out of the dirt: Do teachers and students need common terminology for the teaching of writing to be effective?
This is a very practical retort to those who caution about isolated direct grammar instruction and a rules-based approach to how language works. It is a very common complaint I hear from teachers of second languages as well.
Let me return for a moment to my adventure in a 3-speed pickup truck. My hearing the term “clutch” did me no good at all in terms of engaging and releasing the clutch and actually maneuvering the truck around the golf course.
In fact, my dad immediately added “the pedal on the left.”
So my first response to the question about the importance of common (grammar) terminology in teaching writing is that we must all step back and critically examine if this is really essential.
My sense gained from teaching writing for over 30 years is that students do not need the technical language that teachers must have and that the terms students should acquire are incredibly few.
None the less, my professional concern as a teacher and a writer is not if students will acquire common terminology (they will and they should), but how and to what extent.
The grammar debate has one aspect in common with the phonics debate: too many see the argument as a yes/no dichotomy (and it isn’t).
So a foundational guiding principle for the role of grammar and common terminology in the teaching of writing is to provide students with the least direct instruction and acquisition of terminology needed for the students to be fully engaged in the whole behavior. And then during that whole behavior, students continue to build their grammatical awareness and technical terminology storehouse.
And that begins to address the how.
I learned to drive the 3-speed truck by driving the truck very badly for an extended amount of time and among a group of experienced drivers who were also incredibly patient and encouraging.
There was no pass/fail, and I never took a test on the parts of the truck or how to drive a 3-speed manual transmission.
Our students need low-stakes and extended opportunities to write by choice while receiving ample feedback from their teacher, who models the writing process and the technical terminology that helps those students learn and improve.
Ultimately, then, when our goal is to foster students as writers, let’s critically interrogate our own assumptions about what students must have to learn to write, and then let’s be vigilant about protecting that goal; in other words, prioritize the time students have to practice the full writing process in low-stakes and supportive environments over time spent on isolated and direct instruction that detracts from that foundational commitment.
I will set aside driving a truck for a final example from my teaching writing. In a first-year writing seminar, I use a text that frames effective writing in broad concepts such as cohesion and clarity.
I assign the text; students read weekly and submit response journals on key points and questions. In class and during writing conferences, I use these terms—cohesion, clarity—but we have no test and I never explicitly say they need these terms that I typically use along with some concept or analogy building on their existing schema (my father adding “pedal on the left” after “clutch”).
Regularly and often throughout the semester, students begin to say “I was trying to work on cohesion like Williams says in our book.”
Teaching writing is not well served by either/or debates, especially when warranted practice is about not if but how.
My students throughout my 18 years teaching high school (in the same redneck town when I grew up) and then at the college level have almost all acquired common terminology in context of what they do without a doubt learn—my writing classroom is about composing, and everything we do is in service to that one essential goal.
Just as the recalcitrant grammar debate spurs in me nostalgia for my formative years gaining the All-American rite of passage, driving, it also pulls me once again to my (abrasive) muse, former NCTE president Lou LaBrant, who confronted in 1953: “It ought to be unnecessary to say that writing is learned by writing; unfortunately there is need.”
In 2017, we stand on the same worn path, and I conclude here by urging us all who teach writing to keep our bearings: “writing is learned by writing,” and anything else we do must not detract from that truism.
LaBrant, L. (1953). Writing is learned by writing. Elementary English, 30(7), 417-420. Stable URL: http://www.jstor.org/stable/41384113
LaBrant, L. (1955). Inducing students to write. English Journal, 44(2), 70-74, 116. Stable URL: http://www.jstor.org/stable/808778
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