Among ourselves, we passionately discuss the inane errors that regularly find their way into print. We enthusiastically debate whether media consumers are oblivious, complacent, or just too lazy to demand accuracy. We “tweet” one another links to glaring grammar gaffes, upload to “flickr” photos of misspelled billboard messages, and post to “facebook” examples of problematic punctuation. We are alternately amused and dismayed by the rampant incompetence of advertising agencies, communications directors, and reputable publishers. We have plenty to say!

This weblog will collect and critique public language blunders, so grab your virtual red pen and join the conversation:

19 March 2011

Let's resurrect diagramming

I realize I'm old--and old school--but if new pedagogy is what spawns "professional writers" like those who created, proofed, and/or edited this lead, it's time to rethink the way we (don't) teach English now. Seriously, folks:

What is the subject of this sentence? TRIP.
What is the linking verb? MAY BE. (NOT is just an adverb.)
What is the complement? SOMETHING WORTH MONEY, SOMETHING WORTH TIME, SOMETHING TO PARTICIPATE IN.

Huh?

Never mind the preposition ending the sentence; the author is apparently now talking about the MEETING, which is just the object of her earlier prepositional phrase, not the subject of the sentence. Yikes! Back in my day, newspaper reporters lowered their writing to an eighth grade level so typical readers could understand the story. Now, it seems, we need for them to raise their writing to an eight grade level ... for the very same reason!

With acceptance of "they," "them," "their," and "theirs" as generic singular pronouns, emphasis on creativity over convention in academic writing, and tolerance of grammar anarchy in general, teachers and professors are cheating their charges. Students need, employers tell us time and again, "excellent communication skills," but they graduate unable to write (or speak) coherently. In the real world, workers don't get paychecks just because they meet a page count and complete the prescribed number of drafts on time. We need to wean students away from their preschool T-ball "everybody plays, everybody wins, everybody gets a trophy" mindset. There is a right and wrong way to do everything.

Perhaps it's time to reinstitute the archaic practice of memorizing parts of speech, or even diagramming sentences. If the reporter above had ever learned to map her own thoughts, we wouldn't need GPS assistance to wade through her story!

4 comments:

  1. Cheryl H19 March, 2011

    I agree.

    ReplyDelete
  2. Roni20 March, 2011

    Agreement reigns. I really can't add much besides this:

    Being unfamiliar with the parts of speech is like failing to read the instruction manual for a complex piece of machinery or electronics. If you don't know what all the moving parts are and how they work together, how can you hope to make it perform to your fullest advantage? Trial and error may get you by, but it certainly won't get you ahead.

    ReplyDelete
  3. Mike Gulick22 March, 2011

    I very much sympathize with your frustrations here. I was incredibly surprised when many students in my first college English class were completely lost on how to appropriately use an apostrophe. It's rather amazing how weak of a command many people have of their language after graduating.

    ReplyDelete
  4. Me26 March, 2011

    Teacher, my head hurts.

    Too many rules for writing, why can't we all just say what we want to say and be done with it?

    :oD

    ReplyDelete

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