Over at Gin and Tacos, the blogger has an interesting take on perverse incentives that function to inflate grades (and undermine learning), partly by encouraging teachers to give higher grades than deserved at the first hint of pushback from
consumers students, parents, or administration. The blog post is more specifically about Why Johnny Can’t Write and references a churlish article in Salon. All well and good. The blog author provides consistently good analysis as a college professor intimate with the rigors of higher education and the often unprepared students deposited in his classroom. However, this comment got my attention in particular. The commentator is obviously a troll, and I generally don’t feed trolls, so I made only one modest comment in the comments section. Because almost no one reads The Spiral Staircase, certainly no one from the estimable Gin and Tacos crowd, I’ll indulge myself, not the troll, by examining briefly the main contention, which is that quality of writing, including correct grammar, doesn’t matter most of the time.
Here’s most of the comment (no link to the commentator’s blog, sorry):
1. Who gives a flying fuck about where the commas go? About 99.999999999999999% of the time, it makes NO DIFFERENCE WHATSOEVER in terms of understanding somebody’s point if they’ve used a comma splice. Is it a technical error? Sure. Just like my unclear pronoun reference in the last sentence. Did you understand what I meant? Unless you were actively trying not to, yes, you did.
2. There’s are hundreds of well-conducted peer-reviewed studies by those of us who actually specialize in writing pedagogy documenting the pointlessness of teaching grammar skills *unless students give a fuck about what they’re writing.* We’ve known this since the early 1980s. So when the guy from the high school English department in the article says they can’t teach grammar because students think it’s boring, he’s unwittingly almost making the right argument. It’s not that it’s boring–it’s that it’s irrelevant until the students have something they want to say. THEN we can talk about how to say it well.
Point one is that people manage to get their points across adequately without proper punctuation, and point two is that teaching grammar is accordingly a pedagogical dead end. Together, they assert that structure, rules, syntax, and accuracy make no difference so long as communication occurs. Whether one takes the hyperbole “99.999999999999999% of the time” as the equivalent of all the time, almost all the time, most of the time, etc. is not of much interest to me. Red herring served by a troll.
As I’ve written before, communication divides neatly into receptive and expressive categories: what we can understand when communicated to us and what we can in turn communicate effectively to others. The first category is the larger of the two and is greatly enhanced by concerted study of the second. Thus, reading comprehension isn’t merely a matter of looking up words in the dictionary but learning how it’s customary and correct to express oneself within the rules and guidelines of Standard American English (SAE). As others’ writing and communication becomes more complex, competent reception is more nearly an act of deciphering. Being able to parse sentences, grasp paragraph structure, and follow the logical thread (assuming those elements are handled well) is essential. That’s what being literate means, as opposed to being semi-literate — the fate of lots of adults who never bothered to study.
To state flatly that “good enough” is good enough is to accept two unnecessary limitations: (1) that only a portion of someone’s full, intended message is received and (2) that one’s own message is expressed with no better than adolescent sophistication, if that. Because humans are not mind readers, loss of fidelity between communicated intent and receipt is acknowledged. By further limiting oneself to lazy and unsophisticated usage is, by way of analogy, to reduce the full color spectrum to black and white. Further, the suggestion that students can learn to express themselves properly once they have something to say misses the whole point of education, which is to prepare them with adult skills in advance of need.
As I understand it, modern American schools have shifted their English curricula away from the structural, prescriptive approach toward licentious usage just to get something onto the page, or in a classroom discussion, just to choke something out of students between the hemming ums, ers, uhs, ya knows, and I dunnos. I’d like to say that I’m astonished that researchers could provide cover for not bothering to learn, relieving both teachers and students of the arduous work needed to develop competence, if not mastery. That devaluation tracks directly from teachers and administrators to students and parents, the latter of whom would rather argue for their grades than earn them. Pity the fools who grub for grades without actually learning and are left holding worthless diplomas and degrees — certificates of nonachievement. In all likelihood, they simply won’t understand their own incompetence because they’ve been told all their lives what special flowers they are.