Relating to Grammar

After reading chapter four in Weaver’s book on “Teaching Grammar Throughout the Writing Process” I became intrigued because of the similar process I am going through in my Non-Fiction writing class. In my class we are taught to simply look at writing for the words on the page. When doing this, we as readers are forced to mentally picture what is going on in the piece whether its fiction or non-fiction. An example that I found in Weaver’s chapter was when she states that “Connie presented a number of examples of how words ending in –ing can add details after a noun as well as before” (59). By doing this, “it illustrates grammatically the concept of an –ing word describing a noun” (59). I find that adding –ing words before or after nouns intensifies the writing, doing exactly what Weaver describes as illustrating. The visual picture while reading is very important for the reader to feel connected to the writer.

Another thing I found interesting was the idea of organization. Weaver states on the same page about –ing words that “Connie also talked about organization and the idea of leading up to those items that are most important, so they are the final images in the reader’s mind” (59). Again, mental imagery is significant to the reader of the piece. We also talk about this concept in my non-fiction class while trying to develop an appropriate way of jumping into an action without excessive background information. However, something I found new was Connie’s idea of the colon to further describe “that something is coming—in this case, descriptive phrases modifying the previous noun” (59). I really found it interesting that such a simple punctuation could be so useful and powerful in writing, especially while describing something in more detail.

However, something that I have noticed and can relate with Weaver is that teachers need to learn to let their student’s writing become their writing, not the teacher’s. If the teacher is constantly editing a student’s paper, the student will eventually rely on the teacher to fix all of their mistakes and ultimately make their paper the teacher’s work. However, this does not make or teach the student to be a better writer. A quote that I picked from Weaver explains “At some point, idiosyncratic for each individual, we need to stop helping students revise and edit: Learning is our goal, not a perfect paper. Students need to consider the new things they have learned (or almost learned), bask in the glow of what they’ve accomplished, and publish the piece in some meaningful way” (61). Eventually, I believe students will become better writers by distinguishing their own style of writing within their own work without the constant correction from a teacher.  

Finally, another relatable topic to my non-fiction writing class is the writing workshop. Especially at the time during the semester, instead of reading other author’s published work, we are now able to fend for ourselves as we use what we have learned to create our own piece. However, in order to know how readers react we have established a writing workshop. This workshop helps the author in the class hear feedback from their peers and understand how they portrayed your writing.

 In Weaver’s chapter she presents three interesting ways of conducting a writing workshop; Minilessons, Focus Lessons, and Teacher conferences. I find teacher conferences to be most influential. Along with my peers (acting as the teacher) I also am able to see the perspective of my professor’s reaction to my writing. In other classes that the professor uses teacher conferences to look over papers, I have found those conferences to be the most memorable. Although initially I am nervous because of the idea that my work in the spotlight and my ideas are the main focus, I am also able to receive honest uninterrupted feedback about my skills in writing.

The fifth and final topic in Weaver’s chapter is the teacher’s act of demonstration. Weaver explains that “Teachers should not only talk about a particular grammatical issue and introduce a related skill; they should demonstrate that skill in their own writing” (67). I feel that by doing this, the teacher isn’t simply copying from a book but rather she is relating her own faults with her student’s, letting them know that grammar mistakes are common and can easily be fixed and detected. Weaver says that “it gives students a chance to conceptualize how the skill is being applied and includes the teacher in the writing community” (67).  By doing this, it shows students that grammar mistakes can happen at all levels, no matter how experienced or inexperienced the writer is. Grammar needs constant revision at every level of writing.