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Post by batmom on Apr 3, 2014 11:57:56 GMT -4
People have are so unused to the proper use of 'Comprised' that it's impossible to use now. I had it in a presentation, used correctly (I double checked!) and was told that it was awkwardly worded. I feel like you either have to use it wrong or not at all.
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Post by chonies on Apr 3, 2014 18:44:52 GMT -4
In my new job, I have to teach grammar to English learners. I thought I was pretty boned up on the topic, but no. I couldn't make it four days without being slain by adjective clauses and the difference between 'that' and 'which' in certain phrases. I think I have it, but the more I read the more I confuse myself.
I hereby renounce any previous or present claim I have made to being a grammar nazi/bitch. Getting hung up on bring and take is small potatoes.
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Gigiree
Sloane Ranger
Procrastinators Unite. . . Tomorrow.
Posts: 2,554
Jul 23, 2010 10:27:31 GMT -4
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Post by Gigiree on Apr 3, 2014 19:10:31 GMT -4
I've been teaching English grammar for more than a decade, and I still get things screwed up. English is a seriously f'd up language.
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Post by chonies on Apr 3, 2014 19:35:18 GMT -4
Gigiree, that's both terrifying and a huge relief. Any idea on a dignified recovery? I told my students I would research and tell them tomorrow but I can't do that more than once a term, I don't think.
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Gigiree
Sloane Ranger
Procrastinators Unite. . . Tomorrow.
Posts: 2,554
Jul 23, 2010 10:27:31 GMT -4
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Post by Gigiree on Apr 3, 2014 20:09:31 GMT -4
Usually, if I'm unsure about a grammar conundrum, I admit it right away and just reiterate that English is a difficult language, then I will find out the answer, many times by asking another English teacher, and I have a Writer's Inc book I've had since junior year of high school that is my go-to guide for all sorts of grammar minutiae. If it is an I error I made that a student caught, I praise the heck out of that student and try to explain how I made the mistake. I also like to use the phrase, "We are all learners. . ."
In my first several years teaching, I would get literally just a tad bit ahead of my students in the grammar unit by studying my brains out the night before. It wasn't until I taught some grammar concepts (verbals--yikes!) several times that I finally got a solid grasp on them. Remember, Chonies, no one expects you to be 100% perfect, just marginally more knowledgeable that those you are teaching.
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Post by narm on Apr 4, 2014 3:29:52 GMT -4
Not sure if this would work in different settings, but I'm a huge fan of the response "That's a great question! Who thinks they may know a good place for us to find the answer?" I'll have you know that happens *several* times a week, too. Hell, I figure this whole Common Core bandwagon (I'm a bit skeptical) is all about "flipping the classroom" and having students learn how to cite where they learn information- so it works for me. The students love to bust out their phones and consult my good friend Google. They also love being right, and teaching the class something, as well as schooling their teacher a bit. It is a lot of information! For my SpEd kids (mostly students with learning disabilities), I think that is a really valuable experience. I also like Grammar Girl and have two of her books. Chonies, your classes sound way more intensive than the Beginner English Speaking classes I taught last summer. But-I was super frank more often than not, and flat-out told folks that English is screwy, and that a rule is sometimes only a rule like 98% of the time. I'm blanking on examples now, but I got some good laughs and was just basically like, "I don't know why this rule always applies except right now, besides the fact English is WEIRD, and it's not you, it's English that is wrong right now." English and all the accompanying rules-so freaking hard. I'm constantly second-guessing myself. I always thought I had a pretty good grasp. Alas, that would be a big fat no. Hang in there!!
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smockery
Blueblood
Posts: 1,075
Aug 23, 2006 17:01:45 GMT -4
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Post by smockery on Apr 4, 2014 14:47:51 GMT -4
I remember teaching in Title I and trying to teach the phonics of English and it would drive ME crazy. We would have to tell the students "ou says 'ow'", but then we'd turn around and have a passage that had words like would, could, though, or enough in them that totally did not follow the rule we just spent time making them learn.
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Post by chonies on Apr 4, 2014 15:02:46 GMT -4
At my program, there are six levels, and I teach level 5 grammar. I spent part of the morning looking up restrictive and nonrestrictive...appositive...things. However, I teach a slightly lower level reading class, and two of those students asked if they could ask me a grammar question. I grit my teeth and said, "sure!" Their question was slightly easier but I still couldn't explain it in words, other than to remind them that "been" needs a gerund*. And then I ran off. Luckily that class permitted an opportunity to discuss K-drama, which was a nice way to end the week.
*sometimes, and sometimes it doesn't.
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Post by chonies on Apr 13, 2014 20:45:25 GMT -4
Grammar question! This question is on a test I just gave to my students.
Which is correct?
Hugo was trying to snowboard/snowboarding for the first time when he broke his leg.
The book says snowboarding is correct, but I'm not sure that's strictly correct, or at least that 'to snowboard' is wrong. Thoughts?
ETA: Argh! Just discovered another:
It is uncomfortable to live/living in a hot climate without air conditioning.
The book says to live is the correct choice but that doesn't sound right, either. My feelings on this example are stronger than on the above.
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Post by ratscabies on Apr 14, 2014 7:37:57 GMT -4
Speaking strictly as one who had crap grades in English in college, AND someone who routinely blames Texas for the questionable content of my daughter's 1st grade homework questions, I think the "to..." option is right in both cases. I will, however, defer to anyone with a degree.
"Trying snowboarding" bugs be the same way that "a honor" does, and I don't care if it's correct technically.
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