1. In the Sommers article on revision, I noticed that all the student writers' definitions of their versions of revision seemed a bit negative. In your experience as a writer, do you consider revision to be a negative or a setback, or is it just part of your writing process? How can we make revision part of that process for our students, so that they see the value in it beyond being a hassle or chore?
2. Is grammar a style? Is it effective or confusing to refer to "grammar as a style" to our students? Bishop asks some of these same questions on page 183, prompting us to think about when exactly is it okay or even necessary for students to break from conventions into "grammar(s) of style," so that their formal writing style is not their only writing style.
Hey KK, I was thinking about it a bit more when I was writing my reflection and to me it seems grammar again is intertwined with context. Certain settings like academia call for a strict adhereance, whereas more creative fields use grammar as a tool to achieve certain affectation. I was hesitant at first when thinking if it was a good idea to get students to think of grammar as their style, but I think in the end it is a good strategy when tempered with the fact that in certain scenarios you can't just throw grammar out the window because your 'style' is different. I think it's good to worry about what we are teaching students but at the same time I also think it's good for them to be allowed to make mistakes because how else will they learn about their individual voice/style
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