I'm convinced that many teachers simply teach the grammar that they themselves were taught 20 years earlier, and in this way, children get stuck in outdated modes of thinking about language and really, their own agency.
It's funny. As an undergraduate English major, I came across peers in my cohort who hated diagramming sentences and those who loved it. Me? When we began diagramming in seventh grade, I was hooked. I went through a long period where I diagrammed sentences for fun. I was frustrated by the abstract definitions. A noun is a person place or thing? What's a thing? So what is a pronoun standing in for? I think I enjoyed the part of grammar as a concept that reflects what it really is. The auburn pony isn't the same as the pony was auburn. That fascinated me and still does. Grammar should be surprising, joyful, not a stern taskmaster.
Reading this felt like stepping into a shared workshop of becoming where the act of teaching is less about transfer and more about presence, less about content and more about quiet, daily integrity.
In my own teaching and advisory work, I see how easily we slip into thinking of teaching as a deliverable rather than a living relationship. You capture that tension beautifully, teaching isn’t just an act, it’s a continuous invitation to learn again, to listen again, to embody the very frameworks we hope to pass on.
Your piece is a reminder that educators are not mere conveyors but stewards of possibility, shaping spaces where learning can take root beyond the syllabus or slide deck.
Thank you for holding this mirror up so thoughtfully. It’s the kind of reflection that lingers and keeps asking gentle, necessary questions long after reading.
Prescriptive v Descriptive grammar, essentially, right? Getting into some Wolfram territory a bit here, too. This was an excellent post, thanks guys! Adding a larger question - Either of you ever work within Paremiology (linguistic and socio-linguistic study of proverbs)? Very late 00's I had Pre-AP Lit students complete a linguistic research project using an American Proverbs/Idioms reference book from the school library - they had to interview parents and grandparents, research late 00's internet, listen to music, check books and magazines...it was excellent. I mention it here because giving some time for descriptive discussions of linguistics is a really useful metacognitive discussion, especially for every single student who will use their language skills more so for work transactions, and then out of school, for self expression in personal relationships.
Jumping to the Paremiography would be really neat with AI tools as well - branches and branches of useful discussion points for teachers in 2025, with students who very likely never approach these areas of study intuitively.
Yes, descriptive grammar with out the rigidity. As we speak, there are debates among word grammarians about what to do with gerunds, which are found more frequently often dangling than firmly attached. It’s discerning the semantic bonds among situated words, identifying bonds like red rose and morbid fascination that bond with chunks that bonded earlier and will come. Reading is a linear process. Bonds are made and broken not by grammar and structure but by semantics, an inherently social and culture in-the-moment making of meaning. Traditional grammar with its rules and punctuation study isn’t the answer to reading improvement, though it has a surface allure. The work you’re describing is real work that happens to be rich in opportunities for linguistic research. Love it, Scott.
I sent you an email, but I don't know if you received it.
I'm developing a personalized AI tutoring platform for K-12 students and teachers. Through my work, I've discovered how crucial proper grammar has become in this AI era, particularly when communicating with AI systems. I'm looking for assistance in integrating grammar instruction and support into my AI platform to help users communicate more effectively with AI tools.
Grammar isn’t hard to teach but like most subjects teachers can make it incredibly boring.
I'm convinced that many teachers simply teach the grammar that they themselves were taught 20 years earlier, and in this way, children get stuck in outdated modes of thinking about language and really, their own agency.
It's funny. As an undergraduate English major, I came across peers in my cohort who hated diagramming sentences and those who loved it. Me? When we began diagramming in seventh grade, I was hooked. I went through a long period where I diagrammed sentences for fun. I was frustrated by the abstract definitions. A noun is a person place or thing? What's a thing? So what is a pronoun standing in for? I think I enjoyed the part of grammar as a concept that reflects what it really is. The auburn pony isn't the same as the pony was auburn. That fascinated me and still does. Grammar should be surprising, joyful, not a stern taskmaster.
Reading this felt like stepping into a shared workshop of becoming where the act of teaching is less about transfer and more about presence, less about content and more about quiet, daily integrity.
In my own teaching and advisory work, I see how easily we slip into thinking of teaching as a deliverable rather than a living relationship. You capture that tension beautifully, teaching isn’t just an act, it’s a continuous invitation to learn again, to listen again, to embody the very frameworks we hope to pass on.
Your piece is a reminder that educators are not mere conveyors but stewards of possibility, shaping spaces where learning can take root beyond the syllabus or slide deck.
Thank you for holding this mirror up so thoughtfully. It’s the kind of reflection that lingers and keeps asking gentle, necessary questions long after reading.
Thank you so much, Benta. Your comment reflects the same beauty you see in our work. Very, very cool! Thank you!!
Prescriptive v Descriptive grammar, essentially, right? Getting into some Wolfram territory a bit here, too. This was an excellent post, thanks guys! Adding a larger question - Either of you ever work within Paremiology (linguistic and socio-linguistic study of proverbs)? Very late 00's I had Pre-AP Lit students complete a linguistic research project using an American Proverbs/Idioms reference book from the school library - they had to interview parents and grandparents, research late 00's internet, listen to music, check books and magazines...it was excellent. I mention it here because giving some time for descriptive discussions of linguistics is a really useful metacognitive discussion, especially for every single student who will use their language skills more so for work transactions, and then out of school, for self expression in personal relationships.
Jumping to the Paremiography would be really neat with AI tools as well - branches and branches of useful discussion points for teachers in 2025, with students who very likely never approach these areas of study intuitively.
Yes, descriptive grammar with out the rigidity. As we speak, there are debates among word grammarians about what to do with gerunds, which are found more frequently often dangling than firmly attached. It’s discerning the semantic bonds among situated words, identifying bonds like red rose and morbid fascination that bond with chunks that bonded earlier and will come. Reading is a linear process. Bonds are made and broken not by grammar and structure but by semantics, an inherently social and culture in-the-moment making of meaning. Traditional grammar with its rules and punctuation study isn’t the answer to reading improvement, though it has a surface allure. The work you’re describing is real work that happens to be rich in opportunities for linguistic research. Love it, Scott.
Terry,
I sent you an email, but I don't know if you received it.
I'm developing a personalized AI tutoring platform for K-12 students and teachers. Through my work, I've discovered how crucial proper grammar has become in this AI era, particularly when communicating with AI systems. I'm looking for assistance in integrating grammar instruction and support into my AI platform to help users communicate more effectively with AI tools.
I can’t put my fingers on the email, Jim. Try sending it again to tlunder@csus.edu
I have you on my radar, Jim. I’m planning on devoting a chunk of time to your idea within the next week or so.