Analytical Essay

Cristina Vera González
Language IX
Crystal Hickerson
27 May 2009

How To Teach Grammar

Sheila Wright, Robin Albretch, Morgan Blanton, and Stephanie Bogaert, in their “Strategies for Teaching Grammar in Context”, argue that “the most effective way to teach grammar is by teaching it in the contexts of students’ own writing”. After reading and analyzing their argument, I shall argue that, eventhough they base their opinions on different authors’ statements, which are not totally reliable since there is not information provided about who those authors are and also about their occupations, they provide a compelling argument based on research and tips for teachers which explains that teaching grammar in context is more effective than teaching it in isolation.

In order to develop their statement for the teaching of grammar within the context where students are writing, the authors, after gathering information provided by other authors, they support their idea by including implications of their theory, including strategies and advice for teachers such as conferencing and teaching minilessons. Further concern is found in the fact that teachers may be interested to know what this grammar into practice would look like in their own classrooms in order to know how students’ authentic writing work in class, since teaching grammar in this way “is the key for transferring the knowledge into their own writing.” Finally, the authors agree on the idea that, after researching formal and informal grammar, both types should be taught within students’ contexts.

What makes these findings more reliable in terms of teachers’ needs according to what the authors point out, is that based on the research they did, they give teachers recommendations in order to make the process more meaningful. They say that teaching grammar in context can be done by “conferencing and teaching minilessons basedon authentic students’ writing.” They also claim that this process work depending on the students’ needs. They advice teachers to conference with students about their writing skills, then, after have gathered enough information; they would be able to use it for minilessons which mean a real benefit for students in terms of the feedback that they can receive.


Even though the authors support their statement with different and very strong thoughts from other authors, in terms of evidence, they fail to show studies or figures which may help the readers understand why it is more udeful and more effective to teach grammar in context that teaching it in isolation.

While I think that this is a reasonable concern for teachers to as themselves why is it more effective to teach grammar in context that teaching it in isolation as the authors of this article state, I do not think that this is a reliable enough work where people can find reasons and relevant evidence for what the authors argue. Nonetheless, the information provided by the other authors existent in the text, opens a space for critical thinking and further discussion and research.

So, even if one thinks that the authors are a bit careless on the quality of their research, I think that they put the effort on discussing and providing information from other authors which support their idea on teaching grammar in context for developing students’ writing skills, althought they should have shown research done in school to demonstrate how effective is what they state.

References:

Wright, S. et, al. “Strategies for Teaching Grammar in Context.” UNCC (June, 2006).

Annotation and Book Review Corrected

Annotation

What teachers can Do to Improve Test ScoresBurns, David. “Will I do as well on the final exam as I expect? An examination of students’ expectations.” Journal of the scholarship of teaching and learning 8.3 (2008): 1-19. Some people might believe that talking about expectations only refers to personal thoughts and feelings about the performance before an examination. However, due to the fact that most of the time these expectations take part of the students’ evaluative process, these have been included as a field of study. Burns tries to demonstrate how these previous expectations may affect the score results. He explains the methodology in a very well organized way, in order to present the main four attribution factors that may affect students’ expectations, which are: Self Handicapping, Test Anxiety, Time Spent Studying and Absences. After having all the results, four hypotheses were obtained based on the students’ tendencies to each one of the attribution factors. After the data was interpreted, the results showed that there is not any relationship between the previous expectations and the performance. Since this was proved, expectations may no longer be an issue that affects students’ performance, so it is important for teachers not to consider this as an influence in students’ results.

Book Review

The Challenge of the First Year Teaching

Teaching can be defined by as many adjectives as each one of the experiences can provide, teachers may disagree on what other people may say about it, however, we can agree on the fact that is the most unexpected job in the world. Facing a group of students is always a different experience. Teachers who have just graduated tend to feel scared, threatened and anxious about their first day of work is going to be like. In all aspects, first impressions and first experiences can be crucial for the objectives we want to achieve; for teachers, these can even be more important because their main goals are related not only to giving contents to students for them to learn them, but also to educate them for life; offering the tools so that they can find their own opportunities to grow.

These 25 stories told by teachers from EUA nationwide, tell how hopeful and encouraging teaching can be. True tales about how teaching, as the most challenging job, influenced their lives. It provides information about experiences of working with handicapped, gifted, privileged and disadvantaged students, and also how dealing with immigrants, inner city diversity, discrimination and poor self esteem was like. It is stated that for each one of those teachers it was not the experience of the first year, but they are still in the labor of teaching, maybe not in the same place, but still struggling in order to make the school system better.This book is especially devoted to people who are contemplating teaching as a profession and for the teachers who need to be re enchanted. Each tale will give a sense of hope in each one’s teaching spirit. It offers from personal experiences to fresh perspectives and reliable guidance to the people in the path of choosing their future professions.
Since children are agents of change, as teachers should be as well, this book is a fundamental help for feeling that if we are committed to the school and to the students; we can succeed in our first year as a teacher.

Book Review

The Challenge of the First Year Teaching

Teaching can be defined by as many adjectives as each one of the experiences can provide, teachers may disagree on what other people may say about it, however, we can agree on the fact that is the most unexpected job in the world. Facing a group of students is always a different experience. Teachers who have just graduated tend to feel scared, threatened and anxious about their first day of work is going to be like. In all aspects, first impressions and first experiences can be crucial for the objectives we want to achieve; for teachers, these can even be more important because their main goals are related not only to giving contents to students for them to learn those, but also to educate them for life; offering the tools so they can find their own opportunities to grow.

These 25 stories told by teachers from EUA nationwide, tell how hopeful and encouraging teaching can be. True tales about how teaching, as the most challenging job, influenced their lives. It provides information about experiences of working with handicapped, gifted, priviliged and disadvataged students, and also how dealing with immigrants, inner city diversity, discrimination and poor self esteem was like. It is stated that for each one of those teachers it was not the experience of the first year, but they are still in the labour of teaching, maybe not in the same pace, but still struggling in order to make the school system better.

This book is especially devoted to people who are contemplating teaching as a profession and for the teachers who need to be re enchanted. Each tale will give a sense of hope in each one’s teaching spirit. It offers from personal experiences to freah perspectives and reliable guidance to the people in the path of choosing their future professions. Since children are agents of change, as well as teachers should be, this book is a fundamental help for feeling that if we are commited to the school and the students, we can succeed in ouur first year as a teacher.