I particularly like the pithiness of Marc's last paragraph! Susan Drain, PhD Department of English Mount Saint Vincent University Halifax, NS Canada B3M 2J6 902 457 6220 [log in to unmask] >>> Marc Christensen <[log in to unmask]> 4/2/2008 3:42 PM >>> Dear Susan (and the rest of the list if you'd care to forward this through to them) -- I'm the UVic person who responded to UA about Marche's piece so quickly, as well as a CASLL list lurker. I know how tight pub deadlines can be at mags like UA, and my quick response to them wasn't meant in any way to steal the CASLL's thunder. I felt that a fast response would have the advantage of keeping the topic alive, and I had a specific topic to address, as outlined below. I would reply to you through the listserv, but my postings have historically been refused by the server, and after about three tries, I gave up. So feel free to forward this in to the group, as a note of solidarity. The central thing I tried to do in my brief letter to UA, which differs from the direction your collective CASLL / CATTW response later took, is that I sought to upend the widely held belief that grammar instruction will produce better student writing. (I might concede that some university grammar instruction is useful if one is to become a technical writer or professional editor, but this is beside the point.) My narrow focus on this topic likely made Peggy B. of UA think that I'd "missed Marche's point" relative to WAC/WID curricula. Marche's own discussion of the implications of WAC/WID struck me as glancing, and I responded, by tackling grammar, in a way that I thought appropriate for the general UA readership, rather than those who might have particular WAC/WID concerns. When I began to teach English in Canada -- with six years' classroom experience, an MA in literature and a few US grad courses in composition behind me -- I noticed with some horror that my new colleagues were either completely unacquainted with or immediately disagreeable to what I saw as the core principles of composition, as I had learned it and practised it in the states. It felt as if the groundbreaking 1974 CCC declaration "Student's Right to Their Own Language," and the thirty years of progress in writing instruction that followed from it, had simply never occurred in Canada. That's why I responded to Marche's paper separately. I hope no one on the list will take offense, especially as I praised Inkshed as a ray of light in this regard, and complained that those with the most insight and investment into the mechanics of writing instruction -- Inkshedders, etc -- had so often been given very limited institutional power to address the difficulty of the problem in its totality. I don't think US composition is a perfect model, but I'd gladly import it, if I thought it would supplant the active animosity I've observed in some of my Canadian colleagues regarding the intelligence of their students or their ability to write, with their own speech, in their own words, idioms, and methods. I didn't mention this frustrating professional behaviour in my UA letter, but I've certainly witnessed it, and I don't doubt many of you have as well. Professionally, I think teaching grammar as a blanket prescription for undergraduate writing perpetuates a cycle of demoralization and cynicism between student and teacher alike. That part, I did mention. Cheers and regards to all the Inkshedders, -marc ________________________ Marc Christensen | Publications Officer UVic Communications Services University of Victoria, PO Box 1700 STN CSC Victoria, BC, Canada V8W 2Y2 Phone 250-721-6022 | Fax 250-721-8599 Web communications.uvic.ca/publications This communication, including any attached documentation, is intended only for the person or entity to which it is addressed, and may contain confidential, personal, and/or privileged information. Any unauthorized disclosure, copying, or taking action on the contents is strictly prohibited. If you have received this message in error, please contact us immediately so we may correct our records. Please then delete or destroy the original transmission and any subsequent reply. Thank you. -=-=-=-=-=-=-=-=-=- To leave the list, send a SIGNOFF CASLL command to [log in to unmask] or, if you experience difficulties, write to Russ Hunt at [log in to unmask] For the list archives and information about the organization, its newsletter, and the annual conference, go to http://www.stu.ca/inkshed/ -=-=-=-=-=-=-=-=-=-