1. Bishop states that “we decontextualize grammar instruction- foregrounding the dominant grammar and muting or silencing alternate grammars- so a writer has no sense of the “whys” or “hows” of textual choice” ( 181). Then, while discussing Weathers, she mentions that he helped her reconceptualize her teaching of grammar, and that he argues for the teaching and use of grammar B in the composition classroom? Would you feel comfortable or prepared to use grammar B in your classroom? And how might it reconceptualize the ways in which teachers can teach grammar and give students a good sense of the “whys” or “hows?”
2. Sommers mentions that “at best students see their writing altogether passively through the eyes of former teachers or their surrogates, the textbooks, and are bound to the rules which they have been taught” (80). In what ways do you think this is true or have had experience with this, either with former students or even yourself? In what ways can grammar complicate the recursiveness of the revision process or even ameliorate it?
In regards to your first question under number 2, I find this pretty accurate considering how much I reflected upon feedback I had gotten from former instructors in the drafting of my literacy narrative. It has clearly impacted me a lot.
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