December 7 – December 9, 2012
Everyone—inside and outside the academic community—has an opinion about grammar. Parents, CEOs, and of course, teachers worry that students graduating from high school and college do not know grammar. But what does it mean to know grammar? If it were simply a matter of learning rules, teachers would not be struggling to correct grammar in paper after paper. Why don’t rules stick? What assumptions about written language’s relationship to grammar do we bring to our teaching of writing? This workshop looks at both philosophical and practical questions surrounding the teaching of grammar, investigating connections between philosophical and pedagogical approaches. Using diverse literary texts and our own writing, we ask what grammar is, what it is for, what it contributes to the making of meaning and to creative expression, and how it fits into the more fluid models for teaching writing that we value. Workshop participants learn practical approaches to teaching grammar that do not focus on rules so much as incorporate rules into students’ intuitions and habits as writers. This workshop is for teachers of English, composition, or grammar, as well as for any teacher who addresses issues of grammar in whatever subject they teach.
5:30 p.m. Friday - 12:30 p.m. Sunday
Fee: $650, which includes tuition, meals (excluding Saturday dinner), and anthology of texts. It does not include housing. Upon registration, participants receive a list of local area accommodations. The Holiday Inn in Kingston, New York (845-338-0400), offers rooms at a discount for those reserving at least two weeks in advance.
Graduate Credit: Through Bard's Master of Arts in Teaching Program, workshop participants may earn one graduate credit for each weekend workshop; participants must, in addition to completing the workshop, write and submit a detailed report and a lesson plan on using writing in the classroom. Click for more information.