Exciting! Secret! Thoughts!

In further discussion of the assignment design in class, another potential approach that was considered and rejected by our group is noted (I have no reason for stating the previous statement in passive voice, nor for drawing attention to my subjectivity as a speaker with a Thompson-esque I).

The Grammar Jar: The idea behind this being a transformation of the swearing jar. In this case, the frowned upon behavior is incorrect grammar. One makes a grammatical error; one is forced to put an object of value (money?) into the jar. Followed by expulsion of student from class and public ridicule.

Adjustment: Allyson proposed making the grammar jar contain a subtitle: Beer Money, or some such fun (age appropriate) thing. This way, students would not be fearful of making a mistake, but the mistake could be sought out as a way to contribute to whatever enjoyable activity is mentioned in the sub-title…However! they are not permitted to make the mistake only, but must demonstrate an understanding of why it is wrong. Thus, they use the social function of the sub-title to facilitate a discussion of correct grammar.

However, as we discovered, this doesn’t address the more ‘meta’ level of the issue.

Thus, the mad-lib idea: In this way, one can see that it isn’t necessarily the improper use of parts of speech that creates confusion, but turns the focus onto the meta issues of grammar– communicating.

The mad-libs, though correct, don’t communicate a clear idea….

Translation into assignment I have seen (and found interesting) in the writing lab:

Bad prose. The assignment consisted of the student seeking out a bad piece of writing that (which???), though grammatically correct, is incomprehensible. The student is required to point out the instances in which the meaning is lost in a maze of clauses, jargon and unnecessary complication. Describe the actual meaning implied by this conglomeration of bad writing then to rewrite it clearly (while maintaining correctness in a way that this sentence fragment does not).

What is grammar anyway? Have we lost touch with the descriptive function of grammar definition and transitioned into a proscriptive (elitist) mentality?

Why does one feel that to write academically, one must use grammar to complicate rather than communicate? The mad-libs/writing-lab-observed-assignment address and attempt to offer alternatives to this mode of writing.

Focus: Communication.