| If I had a dollar for every time someone told me he | | | | the way that apply to writing instruction. |
| or she has difficulty communicating in writing, I'd | | | | |
| have... a lot of dollars. When I ask why, the response | | | | 1. Teach necessary terminology and concepts in |
| is invariably the same: "I just don't understand writing, | | | | context of the primary focus. This means that |
| and English, and grammar, and all that stuff." For | | | | background information and supporting concepts |
| some reason, people seem to think that knowing "all | | | | should not be separate from the primary instruction. |
| that stuff" is necessary for learning to write well. | | | | For example, if I am going to teach people to put |
| Who knows all the rules, the meanings of all the | | | | commas around appositive phrases, and they don't |
| terms, the linguistic foundations of writing strategies? | | | | know what appositive phrases are, then this is the |
| Think about the people who have tried to teach you | | | | time to teach them-not later, not before, but now. |
| "all that stuff." You will probably recall high school | | | | This also means that I don't teach about different |
| English teachers. You might think about college English | | | | types of phrases because they are not relevant to |
| professors. They have English degrees. The | | | | the main topic at this time. |
| conclusion, therefore, is that you need to have an | | | | 2. Provide new information in old terms. This means |
| English degree to write well. | | | | using common, everyday language to help people |
| This is not true. Understandable, but wrong. | | | | understand new concepts, i.e., using words people |
| Writing books and guides do little to change this | | | | already know. This also means using examples that |
| perception. Without the benefit of a strong | | | | are relevant to the learners' experiences. Research |
| background in English terms, grammar, concepts, etc., | | | | on learning is very clear about this: people learn |
| you may quickly become frustrated, confused, | | | | better when they can relate new content to their |
| bored, lost, or simply turned off. For example, I was | | | | lives. |
| recently discussing The Elements of Style, the writing | | | | 3. New concepts need to be reinforced multiple times. |
| guide by Strunk and White. I like this writing guide | | | | Just explaining something once isn't effective. The |
| and was describing its value to me. Someone replied | | | | explanations need to be employed several or more |
| that she didn't like it because she needed a grammar | | | | times, and in different ways. |
| book to understand it. Her statement pointed out a | | | | Sometimes, the grammar terms are important. They |
| major problem with most writing instruction. | | | | can be very useful to discussing writing strategies |
| The first problem is that many writing books, | | | | and for summarizing concepts. However, they, too, |
| courses, and other instruction expect people to know | | | | can be taught following the three strategies above. |
| the grammar, the writing terminology, the concepts, | | | | First, they are introduced only when relevant to the |
| etc. They freely use them while trying to impart | | | | current topic. If they are not relevant, they are not |
| writing strategies. People who don't know them will | | | | discussed. Second, they are taught using simple |
| not be able to take full advantage of the instruction. | | | | terms and explained according the learner's |
| The second problem is that ineffective instruction | | | | experiences. Once the learner has grasped the basic |
| separates the academic knowledge from the writing | | | | ideas, they are explained and used multiple times. If |
| strategies. For example, a book on writing clearly | | | | the terms are important, then the instructor has the |
| might have a separate section in the back on | | | | responsibility to ensure that the learner understands |
| grammar. Then, if a person gets confused about a | | | | and can apply them. |
| term, he will have to stop reading about the | | | | These three strategies are not the result of personal |
| strategies and spend some time studying the | | | | speculation; I'm no armchair philosopher inventing |
| grammar section. Other books, courses, etc. spend a | | | | ideas without research or testing. Abundant research |
| lot of time on the terminology and grammar before | | | | literature on learning espouses these ideas. More |
| they show you how to use this knowledge. It's one | | | | important, at least to me, is the feedback from |
| or the other. They don't teach the terminology in | | | | students in my adult education writing courses and |
| context of the writing strategies when that | | | | from people who have purchased our writing guides. |
| knowledge is relevant. | | | | I implement these strategies and pay careful |
| My top three writing resources are guilty of these | | | | attention to how people respond. Here are some |
| two problems. I already mentioned Elements of Style, | | | | word for word samples of their responses. |
| which has a separate section on grammar and usage. | | | | - "The instructor used words I could understand." |
| Line by Line by Cook is a powerful book on writing | | | | - "I like very much the way Mr. Bowman presents his |
| well, but the author assumes you already know the | | | | example." |
| grammar and terminology. Williams, the author of my | | | | - "This was the class I have been waiting for." |
| third favorite book, Style: 10 Lessons in Clarity and | | | | - "Written concisely in plain English..." |
| Grace, includes an appendix defining many terms | | | | - "... very easy to understand." |
| used in the 10 lessons. Their assumption is that most | | | | - "... explanations [are] clear, concise, and very |
| people already know the terminology and | | | | informative..." |
| grammatical concepts, so they put that information | | | | As demonstrated by this feedback, this 3-part |
| at the end in case any uninformed people happen to | | | | approach works: teach concepts in context of the |
| read their books. | | | | primary instructional focus, teach new content using |
| Maybe this is true. But this isn't appropriate for the | | | | common language, and reinforce new learning. |
| typical person who didn't get an English degree but | | | | Who can use these strategies for effective writing |
| still needs to communicate in writing. (You can get | | | | instruction? The answer to this question is pretty |
| more information about these three books by | | | | simple. If you provide writing instruction in any way, |
| searching Amazon or by clicking their image on | | | | these tips are for you: elementary and secondary |
| hostileediting dot com.) | | | | education teachers (K-12), college level writing |
| In short, the books do not provide effective writing | | | | instructors, writing workshop teachers and facilitators, |
| instruction because they have a faulty instructional | | | | writing book writers, bloggers on writing, editors, etc. |
| model. The instructional model is not aligned with the | | | | Communication skills are important, and people do |
| way people learn. The woman who needed a | | | | need to write well. With so many available resources |
| grammar book to understand Elements is a good | | | | on writing, why do so many people still struggle with |
| example: the problem is instruction, not the learner. | | | | writing? The problem is the instruction, not the |
| I have a master's degree in English, and I have spent | | | | learner. With these three strategies, instructors will |
| over 15 years working in local and state education | | | | provide effective learning opportunities, and you, the |
| agencies designing and implementing learning systems. | | | | learners will learn to write and communicate |
| This gives me a unique perspective on teaching | | | | effectively. |
| writing. I've learned three instructional strategies along | | | | |