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Getting It Right: Fresh Approaches to Teaching Grammar, Usage, and Correctness (Theory and Practice) (Inglés) Tapa blanda – 1 oct 2007


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EUR 53,21 EUR 43,62

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Book by Smith Michael W Wilhelm Jeffrey




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Amazon.com: 9 opiniones
25 de 26 personas piensan que la opinión es útil
Grammar? All Errors Are Not Created Equal 7 de octubre de 2007
Por Ken C. - Publicado en Amazon.com
Formato: Tapa blanda Compra verificada
Each year teachers are amazed at how little their students know about grammar, usage, and correctness. "Why don't you know this?" they ask their students. "Didn't your teacher TEACH you this last year?" Blank expressions on their faces, the kids shake their heads "no," but a visit to last year's teacher brings indignation. "I certainly DID teach them (fill in the blank with your favorite grammar term)!" she says testily -- or quizzically, depending on her mood.

Sound familiar? It does to me, which is why I bought GETTING IT RIGHT. After years of frustration with "Teflon Grammatical Memory Syndrome" and with correcting a gazillion errors on a gajillion student papers, I looked to two familiar names -- Michael Smith and Jeffrey Wilhelm -- for answers. I wasn't disappointed.

Smith and Wilhelm start with conclusive research that the teaching of grammar in isolation does not work. Then they roll up their sleeves to show us what DOES work. Essentially they argue that it is a depth vs. breadth issue when it comes to grammar. Rather than trying to teach everything, teachers should focus on what's important and most likely to benefit the students in the long run. Their two justifications for teaching a term? "1. The term is so commonly used that teachers, texts, and tests presume that students know it. 2. The term is essential to being able to explain an important issue of style or correctness."

Boiling the vast world of grammar minutiae down to 16 basic terms/concepts, Smith and Wilhelm demonstrate creative ways to teach them based on their own experiences as well as those of student teachers who have worked under their tutelage. The practical ideas will be invaluable to teachers looking for new methods of reaching their kids in this most challenging of tasks. Prompts and handout examples are provided, along with samples of typical student errors and ways to help students learn from them.

Teachers will especially appreciate the section called "A Model Sequence: Learning to Proofread." Here the authors have mercy by telling teachers to free themselves of their shackles. Circling every error on every paper is NOT productive (unless improving your own editing skills while your kids learn nothing counts as "productive"). Instead, teachers should model proofreading and provide practice on carefully selected concepts, then serve as mentors by teaching specific skills and having students serve as their own editors by focusing on errors related to those skills only. Also, peer proofreading ideas that work are spelled out -- one in particular that involves creative use of the TV series CSI. Here it means "Correct Sentence Investigators" -- and yes, the proofreaders are "agents" and the errors are the "crime" (meaning you're about to witness the unlikely marriage of "fun" and "editing").

Buy it. Read it. Use it. Most importantly, it will help your students become better writers and self-editors; less importantly (but still worthy of your consideration!) YOU will feel a little more sane and a lot more effective when you send your kids off to the next grade where they might just surprise their new teacher by saying, "Participles? Yeah, we actually DID learn how to use THEM last year!"
3 de 4 personas piensan que la opinión es útil
Buy it now-- you will use this grammar guide! 25 de julio de 2008
Por English teacher chic - Publicado en Amazon.com
Formato: Tapa blanda
These guys are amazing. When I first reviewed this book, I found myself taking notes in the margins, underlining a ton, and then thinking about how I could use all that they suggest. This is the one "How to teach grammar" guide I have actually kept on my desk year-long. They narrow the 200+ "rules" down to the essentials and then show models of how best to teach grammar in the context of student writing. You will find yourself dog-earring and then dog-earring the dog-ears.
Transformed My Teaching Methods 13 de junio de 2015
Por Erika Rae Heins - Publicado en Amazon.com
Formato: Tapa blanda Compra verificada
"Miss Heins, I can do the exercises in the grammar workbook, but I can't see the errors in my own paper."

My student looked up at me, pleading in his eyes. He wanted to find and fix his own errors, but he just couldn't. As an English teacher, I had assumed that my students would be able to make that connection from workbook to one's own writing just as seamlessly as I had... but in my second year of teaching high school English, I was finding that it just didn't work like that for most students. Knowing the terms and even being able to dissect sentences was getting them nowhere in the real-world skill of proofreading their own work.

Then I found this wonderful book.

Smith's book absolutely transformed my approach to teaching grammar. He helped me let go of my English-major clinginess to "Complete Correctness, All the Time" which was not only unrealistic but also detrimental to my students' progress. Smith recommends narrowing the grammatical concepts taught to the things that students really need to know to navigate the world of proofreading (especially proofreading their own work)--then teaching these topics in depth, in interesting and engaging ways, and in ways that get the students editing THEIR OWN WRITING as quickly as possible.

While I haven't completely thrown out my workbooks, and while my list of absolutely essential concepts is a little different than Smith's, my students are now doing a far better job of bridging that gap. Because, when it all comes down to it, they're in English class to learn how to communicate accurately. That's what grammar and usage are all about. And if I can bend or change my approach to make that more attainable (which is what this book advocates), then I want to do it.

If you already use a very practical, writing-based approach to grammar teaching that gets students editing their own work right away, you probably don't need this book. But if you, like me, are sitting around scratching your head wondering how to even get started making grammar something kids can apply in the real world, then you should pick up this book. It doesn't have all the answers, but it lays a magnificent foundation.
Practice and Theory 29 de noviembre de 2012
Por Declan FitzPatrick - Publicado en Amazon.com
Formato: Tapa blanda
I started teaching with an awareness of the research that says teaching traditional grammar with worksheets and diagramming has no impact on the quality of student writing. But I taught grammar anyway. The teachers I work with agreed that students need the vocabulary and the concepts to talk about correctness. I even taught a quarter length elective called "Grammar," in which we spent 9 weeks using Warriner's English Grammar & Composition. I never could get around the argument that we were wasting our time and not helping students use more effective grammar for better writing. For years I've been keeping my eye out for approaches that answer the question "So what do we do then?"

It's not acceptable to just not teach usage and correctness.

This book answers the question both by clarifying the research and by presenting the practice of what to do. Use sentence combining activities not sentence correcting. Teach syntax and complex construction and things to add to your writing. Edit for few conventions at a time through the lens of audience, authority, and credibility.

If you really want to understand the why and the how of grammar in context, read this book and put it along-side Jeff Anderson's Mechanically Inclined.
2 de 3 personas piensan que la opinión es útil
Excellent theory / less useful for practice 2 de febrero de 2010
Por Sandra Hutchison - Publicado en Amazon.com
Formato: Tapa blanda Compra verificada
I find the authors' opinions and the research they use to back them up very persuasive. I liked the practical classroom examples as well. I would have appreciated more of the latter. For example, I read the book through during my semester break, and then returned to it recently as I prepped for a class, hoping to find specific ideas for handling run-on sentences. I couldn't find much beyond some sentence combining examples that were not appropriate to my class, and I couldn't even find "run on" (or "comma splice" or "fused sentences") in the index. That's fine -- I'm designing my own, and there are plenty to be found online too -- but I would have enjoyed having some more practical help at hand. So I'm glad I read it, and I have adjusted my approach to grammar instruction at least partly as a result of that reading, but I'm not sure I really need to keep it on my shelf for future reference. By the way, I'm teaching at the college level now after teaching at the high school level before, and I think the book is applicable to both settings.