According to the results of the writing assessment in 2011, 24% of students in grades 8 and 12 performed at the Proficient level, 54% of eighth-graders and 52% of twelfth-graders performed at the Basic level, and 3% of eighth- and twelfth-graders performed at the Advanced level.
In exploring some of the sample English test questions available on the Internet for the ACT, we discovered students are tested on such aspects of the English language as syntax, semantics, and grammar. Students are expected to read passages which contain underlined words or phrases. They are then presented with alternatives to the underlined words or phrases and asked “to choose the one that best expresses the idea, makes the statement appropriate for standard written English, or is worded most consistently with the style and tone of the passage as a whole” (ACT Improve Yourself, 2013). Students must grasp the many nuances of the English language to identify the correct answer. Students without sufficient knowledge of the English language will certainly struggle in this area of the test.
While grammar instruction continues to be a controversial topic among educators, grammar continues to be assessed on high-stakes testing. Student performance on the NAEP writing assessment can lend insight into the tasks designed to measure writing skills. Writing achievement-level descriptions for grades 8 and 12 detail what students are expected to be able to do and how they should perform. For example, twelfth-graders performing at the Basic level should be able to write texts that are coherent and well structured, are developed effectively with relevant details and examples, use voice to support the purpose of the text, include varied sentence types, and reflect substantial knowledge of spelling, grammar, usage, capitalization, and punctuation (NCES, 2012, p. 39). Therefore, we must consider how to teach what is being assessed on those high-stakes tests while still satisfying the literacy objectives in secondary literacy programs. Fearn and Farnan (as cited in Graham & Perin, 2009) found that “teaching students to focus on the function and practical application of grammar within the context of writing … produced strong and positive effects on students’ writing” (p. 466).
It is imperative that future teachers and those who teach them at the university level come to terms with teaching and learning writing conventions. Graham, MacArthur, and Fitzgerald (2007) present several effective practices, as revealed by research, for mastering these conventions. These practices include:
- teaching students to be more strategic when planning, drafting, or revising;
- constructing a supportive writing environment in which such processes are valued;
-developing instructional arrangements where students work together to support their writing efforts;
- setting clear and specific goals for writing tasks;
- using word processing and supporting software;
- teaching increasingly sophisticated sentence construction via sentence combining;
- involving students in inquiry activities centered on the process of writing;
- using good models of writing to enhance students’ knowledge; and
- teaching basic text transcription skills such as handwriting and spelling.
Furthermore, the students of master teachers reveal that they employ a variety of procedures to enhance students’ motivation. (p.6)
Proper use of grammar should be expected in schools from everyone. Lahiff and Penrose (1997) stressed that though written commu-nication can often be understood even with grammatical errors, excellent writing improves the writer’s credibility. “No matter how good your ideas are, if they are presented on paper with poor grammar, many readers will discount the ideas because the grammar detracts from them” (p. 128). The same holds true for con-versation and dialogue. Beryl McEwen (2003) states “with English becoming the inter-national language of business, more people are writing it and must be able to communicate in this growing international culture” (p. 2).
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What's the Purpose of the Missouri State Council of the IRA?
We can't fulfill our purpose without YOU!
Are YOU doing YOUR part........
1. To improve the quality of reading instruc-
tion at all levels---including promoting
research and encouraging ongoing
development of both pre-service and in-
service teachers?
2. To develop an awareness of the impact of
reading by encouraging and promoting lifelong reading?
3. To promote the development of literacy for all per-sons to a level that is commensurate with their capacity?
4. To encourage the organization of new councils in areas not now adequately served by the International Reading Association?
5. To communicate and promote the purposes of the organization by attending the conferences we co-sponsor (MO Early Learning Conference and Write to Learn), becoming a member of and being involved in local council activities, and submitting your writing for publication in The Missouri Reader?
6. To coordinate literacy development efforts with other organizations with similar goals?
7. To celebrate, recognize, and support various forms of literature by participating in Missouri state book awards, sharing book recommendations at meetings, and promoting great books wherever you are?
We need everyone to do their part as we actively promote literacy development and activities across the state of Missouri. If you would like to get more information about how to be involved, please contact MSC-IRA Board President Diana Houlle at [email protected] or visit our website at http://www.missourireading.org/ . @@@@@@@@