Final Musings (or Things I Should Have Told You at the Beginning of the Semester)

Like you, I became a better writer over the course of the semester. I learned new things about grammar, language, teaching, and learning. As I'm sure was apparent, we professor-types aren't perfect (and if we claim that we are, we are lying); as imperfect beings, we, too, have room to change and grow as we learn new things. 

Nonetheless, here are a few things I know for sure:

No one has perfect grammar. This is why editors, teachers, and writing center consultants exist.

Drafting (what we tend to call "writing"), editing, and proofreading are separate activities that draw on separate skill sets. Therefore, 

Write with feeling and wisdom. As you do, be nice to yourself. Be confident in your knowledge of your subject.


Edit and proofread with care and reason. Be your own best (or worst, perhaps) critic.


Never try to do both at activities at once or with the same perspective. Switch hats. Be a writer when you write, an editor when you edit. 


Prospective teachers, follow similar guidance when you grade: You'll approach student writing differently when you think of the different roles you play: writer, teacher, or expert in grammar or your subject matter. Again, don't wear all the hats at once! However, do try on all of them.

Use your new knowledge for good. Maintain high standards, but try to be understanding if people sometimes fall short of your expectations. You are allowed to antagonize your loved ones and to ask for the best possible effort at clear communication from any person or organization from which you receive messages. 

Things that are bothering me today, for example, include this headline from InsideHigherEd.com: "Top Ph.D. Programs, Shrinking." What's up with that comma? 

And this line from Michelle Obama's commencement address to graduates of the University of California, Merced:

Now, I know we've got a lot of national press out there, and a few people may be wondering why did I choose the University of California-Merced to deliver my first commencement speech as First Lady.

Did the First Lady misspeak or did her speechwriters err? Regardless, what she should have said was this: 

Now, I know we've got a lot of national press out there, and a few people may be wondering why I chose the University of California-Merced as the place to deliver my first commencement speech as First Lady.

Or this: 

Now, I know we've got a lot of national press out there, and a few people may be wondering, why did I choose the University of California-Merced to deliver my first commencement speech as First Lady?

After "wondering," the clause in its original form can't decide if it's declarative or interrogatory (a statement or a question, but you knew that, right?). It needs to make up its mind.

But I digress.

The trouble with teaching and learning grammar is that we want to deal with issues of correctness, with the binaries of right and wrong, which quickly morph into good and bad. The more accurate labels are appropriate and inappropriate, and standard and non-standard, both of which imply that context matters and neither of which is wholly good nor wholly bad.

And, really, what we should be paying attention to is how interesting language can be, evidenced in these funny, funny (OMG, so funny!) pieces from McSweeney's, an online zine that literally plays with language.  

Thanks for playing with language with me this semester.