Culturally

Speaking
A newsletter dedicated to educational, linguistic, and cultural topics April 2017

Writing Myths

Joy Reid, an ESL instructor with more than 40

years of teaching experience, contacted col-
leagues with extensive writing experience to
contribute to her book titled, Writing Myths:
Applying Second Language Research to Classroom
Teaching.

In her chapter, Reid focused on five hidden

student myths about writing, explained how
instructors perpetuate the myths, then offered
suggestions on ways to replace the myth with
truth.

The next few newsletters will focus on these

writing myths.

Myth #1—The Grammar Myth (pp. 180-181)

According to the author, stu-
dents often equate good
grammar with good writing.
Most instructors would agree
that good grammar is certain-
ly a feature of good writing;
however, it is only one com-
ponent.
It is entirely possible to write
a research paper that contains
little organized content or
critical thinking, utilizing
perfect grammar and me-
chanics. Most instructors
would also agree that such a
product is not good writing.
Reid reminds us that “[a]t
most, language structure/
grammar is as important as
(a) content and (b) organiza-
tion” (p. 180).
According to the author, in-
structors contribute to this
student myth by believing it
themselves, by providing ex-
cess correction and comment
on grammar items, and by not
providing students with strate-
gies to correct themselves or
requiring them to use such
strategies.

Newsletter created by: Danielle Bergez, Academic Liaison for International Student Support, danielle.d.bergez@wilmu.edu
 Page 2 Culturally Speaking

What can instructors do?

 Ensure that feedback on written work concerns the
content and organization as much as, if not more
than, the grammar.
 If the instructor chooses to provide feedback on
grammar, focus only on those that impede compre-
hension and are “treatable.”
 Don’t mark the entire paper. Focus on one para-
graph, highlight errors, but don’t correct them.
 Expect students to make corrections on highlight-
ed area and then proof the rest of the paper for
similar errors.
 Make sure students know how to submit a paper
to Smart Thinking and where to go to reach tu-
tors at the Student Success Center.
 To emphasize the importance of content, organi-
zation, and grammar, make sure the breakdown
of grading reflects all three to extent to which

Online Resources

www.grammarly.com – Grammar check and writing support that requires a sign-up, but is free

http://blog.wilmu.edu/writing/category/grammar/ - Links to numerous grammar resources

https://owl.english.purdue.edu/owl/section/1/ - Purdue OWL’s section on general writing, including links to grammar

and mechanics issues

Reference

Reid, J. (2008). Writing myths: Applying second language re-

search to classroom teaching. Ann Arbor, MI: Michigan Uni-
versity Press.

Newsletter created by: Danielle Bergez, Academic Liaison for International Student Support, danielle.d.bergez@wilmu.edu