Researcher Marcia Hurlow has shown that many errors “disappear” from student writing when students focus on their ideas and stop “trying to ‘sound correct.’” … One of these is a program at Arizona State in which students who test below college-level in their writing ability immediately begin writing college essays. More than 88 percent of these students pass freshman English—a pass rate that is higher than that for students who enter the university as college-level writers.
-Michelle Navarre Cleary, “The Wrong Way to Teach Grammar”, The Atlantic
I wanted to share this article since I thought it was fascinating when I originally marked it as “Liked” through Instapaper. I remember absolutely hating grammar growing up, as grammar meant rules and hinderances to the writing process. Now, I love grammar by virtue of the fact that I sit and write and want to know how to be a better writer. Apparently, I am not the first one to think that writing in and of itself is the way to learn (as well as learn to love) grammar.
Did the Internet community peak at bookmarks? Asked in a different and perhaps more complete way: just as technologies like RSS and email in their purest forms are hard to beat even as technology marches forward, what better technology exists to keep track of information on the ever-expanding Internet than bookmarks? Taken a step further, what better way to share the bookmarked information than a site of your own? As such, I‘ve been reading, which is why I write now.
Working in and having a passion for libraries, I am struck by the fact that the way bookmarks work in the physical world is not directly analogous to bookmarks in the digital world. Bookmarks in the digital world are instead like dog-eared pages or highlighted passages; if you think of the Internet as a single tome, that is. In any case, anything that moves you to deface a book should probably be shared or become immortalized in some other way than just a reference for a future version of yourself.