Pedagogical Divide: "I Grade Content, Not Grammar"
Abstract
Whether or not a professor in a discipline other than English, linguistics or writing should correct English grammar, punctuation and spelling in papers or other assignments is an issue with little middle ground, may not be the prerogative of the individual teacher when effective communications is a component of assurance of learning (AOL) objectives. On one side are professors whose focus is assignment content and for whom correcting writing is either something for which they feel inadequately trained or an anathema. On the other are those who perceive grading content and correcting English, grammar and punctuation as inextricably entwined. The panel objectives are to provide point-counterpoint perspectives, and to generate discussion about writing practices and policies across disciplines and institutions. Participants should take away a validation for one or both perspectives based on the discussion, and awareness of support resources for evaluating and/or improving students' writing skills.
Recommended Citation
Albertson, Kathy Seymour; Wilson, Jerry; De Bonis, Nick; and De Bonis, Susan, "Pedagogical Divide: "I Grade Content, Not Grammar"" (2010). SoTL Commons Conference. 103.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2010/103
Pedagogical Divide: "I Grade Content, Not Grammar"
Whether or not a professor in a discipline other than English, linguistics or writing should correct English grammar, punctuation and spelling in papers or other assignments is an issue with little middle ground, may not be the prerogative of the individual teacher when effective communications is a component of assurance of learning (AOL) objectives. On one side are professors whose focus is assignment content and for whom correcting writing is either something for which they feel inadequately trained or an anathema. On the other are those who perceive grading content and correcting English, grammar and punctuation as inextricably entwined. The panel objectives are to provide point-counterpoint perspectives, and to generate discussion about writing practices and policies across disciplines and institutions. Participants should take away a validation for one or both perspectives based on the discussion, and awareness of support resources for evaluating and/or improving students' writing skills.
