Part 4 of 5
In my classroom, I stress that writing is so much more than just knowing a bunch of grammar and punctuation rules.
Writing is really about expressing oneself, your dreams, your beliefs, your hopes, your imagination. Writers don’t write to show off to readers that they know how to avoid vague pronouns; instead, writers use the rules to capture readers and take them on their journey through, as examples, the logic of their argument against homework, the plot of their sci-fi fantasy, or their description of the TRAPPIST-1 solar system.
When students understand that they have a vested interest in learning the rules — to keep the reader engaged — their desire to get the rules right increases.
So how does a teacher help middle schoolers understand that all these rules they hear in my class mini-lessons are there solely to help the reader stay on their journey? I’ve tried my hand at having small discussions that go something like this:
“When you forget about the rules and goof up — like if you misspell a word, leave out an important comma, write a run-on, or use a vague pronoun — you distract your reader. If you spell a word wrong, they’ll lose their concentration and think stuff like That word looks funny. I think it’s wrong… or is it? At this point, you know what? You’ve lost your reader. Now they’re thinking about that word you misspelled, and not about your ideas.”
“Or say you have a run-on sentence in your writing. Your reader stumbles through your sentence or paragraph and then they stop. They think, Wait. What?? That didn’t make sense. Then they re-read it, trying to figure out your sentence. At this point, guess what? You’ve lost ’em. Now they’re trying to piece together what you wrote to figure out what you really meant to write. Basically, your run-on sentence pulled your reader’s mind away from your once-riveting story, and now you just have to hope they have the patience to keep reading.”
Sometimes, I give them an example from the movies:
“Have you ever been absorbed in a really good movie and notice that an actor’s once-rumpled hair suddenly appears perfectly in place? Or you notice a glass perched on a tabletop that wasn’t there before? What happened when you noticed that glass? You were pulled out of the movie. You missed some dialogue. You got lost for a bit. You missed out on something, maybe something important.”
“If the editors had noticed and fixed that mistake, they wouldn’t have caused you to become distracted. It’s the same with writing. We have to keep our readers interested in our ideas, not distract them with our mistakes.”
“This is the reason we learn capitalization, how to use commas, how to spell, how to link our sentences correctly… to keep the reader thinking about your story or article, and not the silly comma you forgot to include.”
So that’s how the discussion goes when I help my middle schoolers learn that there are real reasons to understand grammar and conventions. Sometimes they get it; sometimes they don’t. Either way, we keep working on it when we conference. How do you help your students care about editing? Leave a comment. I really want to know.