Just a little list of some things that are on my mind about conventions and teaching conventions and using (or not using) conventions.
- Conventions are important. Learning to use them in Standard English is even more important. Conventions are power. If you write with conventions, you are more likely to influence others.
- You should use your best conventions all of the time. Not just on final drafts. Not only on homework assignments. Always. My daughter was writing a rough draft tonight. She misspelled where, other, their, these, women, and should. I asked her about her misspellings. “It doesn’t matter, Mom,” she snapped. You’re a fifth grader, I said with my eyes. I kept my mouth quiet. Sometimes it’s better that way. She wrote, whare. Then she stopped. Erased. W-h-e-a-r. Stopped. Looked. Erased. W-h-e-r-e. “Good job,” I said. “You should always fix things when you notice them.”
- Sometimes I break conventional rules. Because I can. You’ll find capitals in the middle of words in my notebook. You’ll find proper nouns starting with lowercase letters on my scrapbook pages. I like the way it adds a little artistic flair to my life. To the people who are closest to me, I’ll email without caps. It’s faster, and I like how it makes me feel like I’m sharing a secret part of myself with them. I often start sentences with a conjunction. I love using single sentence paragraphs. Sometimes I join words with hyphens for the craft of it.
- Showing students sentences filled with errors does not help them write more conventionally. We are visual beings. This means the things we see stick with us. If we see wrong, we remember wrong.
- “Learning” that happens during drill and practice grammar exercises does not transfer to independent writing. There is no evidence that rote practice helps students write more conventionally. None. I’ve been looking for years.
- Common core expects students to use conventions “when writing and speaking.” This is very different than finding errors when given a wrong sentence.
- As long as we are growing as writers, there will be errors in conventions. I’m constantly learning rules I didn’t know. This happens because of necessity. The more I write, the more I need the specifics of grammar and conventions. As teachers, we must train ourselves to see the misuse of conventions as indicators of what students are ready to learn.
- Everyone can learn to write with Standard English. It is possible. I promise.
- I strive to never-not-ever allow conventions to usurp the joy of writing. Sharing your story, influencing decisions, and teaching others will always be more important than getting it right.
Just a little side note…I’ve been asked to lead a series of three sessions about teaching conventions. I’m guessing you’ll be hearing more of my thinking as I begin to dream up how to facilitate a conversation about conventions with joy and grace.
Discover more from TWO WRITING TEACHERS
Subscribe to get the latest posts sent to your email.
Mini-seminars, Janet? I’m intrigued by the idea! What grade do you teach? I teach third grade, and I’m looking for a way to revamp writing so it’s less of me talking at the kids and more of them doing. I want to make sure, however, that they learn what they need to learn. Could your idea be done at third grade?
This was a great list, which jives perfectly to what I’ve seen, too. The above link from Ryan was really awesome, too. Keep up these good articles!
LikeLike
Since not all students need lessons on all conventions, I’ve started holding “mini-seminars” during writing time. Students usually sign up themselves for “seminars” in punctuating dialogue or powerful paragraphing or…whatever seems to be needed.
Those who attend the seminars become experts and run any subsequent seminars.
LikeLike
Thank you! I often get “the look” from co workers when I say I grade for conventions all the time in anything I grade. Apparently, it’s a waste of my time. But I distinctly remember being fourteen and writing down in a notebook for a journal entry that it was my goal to teach everyone proper conventions. I don’t intend to stop. Not now. Not ever.
LikeLike
#4 has been on my mind lately. I wonder why some teachers still don’t embrace this idea.
#1 is an idea I have realized takes explicit instruction in addition to being an underlying belief that is embedded into my instructional practices. For the explicit teaching of this idea, I collect examples of mistakes to share with my students in an effort to show them the impact of disregarding conventions when presenting yourself to the public. My favorite is a sign that was on donuts provided by a local tutoring center to celebrate “Teacher Appreciacion Week.” The irony is not lost on my 8th graders.
LikeLike
I love the way you acknowledge the importance of a variety of conventional and nonconventional language uses…after all, writing would be pretty boring if we all did exactly the same thing at the same time. Where would the craft be? Where would the love be? Just like Stacey, I also thought of Feigelson’s book as a resource for your upcoming PD. Good luck — can’t wait to hear more!
LikeLike
Reblogged this on Because of Him and commented:
I am so thankful for my recent experience in grad school. It gave me a whole new appreciation for the conventions and so much more.
LikeLike
It should SAY – Check out the following “link”
LikeLike
Check out the following like . . . .have you ever heard of this study, I learned more about it this past summer – fascinating
http://www.guardian.co.uk/education/2005/jan/22/schools.wordsandlanguage
LikeLike
Not sure if you remember this, but I did a lot of work with one of my former colleagues, Abi, on conventions during the winter/spring of 2009 when I was at LCCS. We scoured the literature and found Feigelson’s book to be the best one out there for teaching conventions with a sense of joy and purpose. Take another look at his book before you do your PD. It’ll get your charged up (in a good way). That being said, your thinking is right on and reflects a lot of the same sentiments we shared when we led the PD with the teachers.
LikeLike
Three sessions on conventions–interesting stuff. I’m sure you’ll aim for the conventional at heart but keep the love of writing intact–even more interesting!
LikeLike
Thank you for the list. I strongly agree with 4 and 9. Joy in writing is so important. I look forward to hearing more.
LikeLike
I think #7 is especially powerful. We do learn more about conventions as we grow as writers. I have fourth graders who play with punctuation because they can, and their talent amazes me and pushes me to experiment and investigate punctuation more.
LikeLike
Ah-the commas! I do believe that teachers should know as much as possible, because each student can be on a different path of needs. And some teachers teach the little ones, up to those that are prepping students for the older high school classes, then college. I love your list-agree with all, but especially #’s 4, 5 & of course, 9. This is a tough challenge, to choose what to teach, what to ignore for a while, etc. Can’t wait to see what’s next.
LikeLike
My writer self loves numbers 3, 7 and 9. But numbers 1 and 2 appeal to my teacher self enormously, as well. Thanks, Ruth!
LikeLike
I loved this blog entry! I think it is so important for the English language to maintain its integrity, and it can only do so if we as teachers teach the importance of the conventions of language…..
LikeLike