Kolln and Sentence patterns
Chapter two was full of new information for me. I do not remember learning to diagram sentences in elementary school or high school. I liked that Kolln explained what a noun phrase, a noun, a verb phrase and a verb was. The whole diagraming thing brings a new light to the English language for me: it doesn't matter if you know all the rules, what matters is if you know all the exceptions to and modifications of the rules.
How has your grammar changed during your college years? Which definition (from Kolln) do you associate as your definition of grammar?
posted by Britta @ 4:42 PM
8 comments
8 Comments:
I thought I fit into the "Perse" definition the book laid out, though I also fit the bill for the "Tomak" they discussed.
Diagramming sentences wasn't my thing until 5th grade, when I finally distinguished indirect/direct objects. I guess that would put me in the "Fowa" catergory, so disregard my first paragraph.
I think of grammar differently in varying situations. When I'm working with someone trying to bolster their Standard English grammar skills, I tend to be more focused on grammar in definitions two or three. When I write or speak without paying attention so assiduously to grammar, I fall into the first definition of internalized grammar. How I tend to think about grammar overall is that there are different situations in life which require different ways of speaking and writing.
Sometimes I love to turn grammar entirely on its head, changing the order or verb tenses of words. I cannot do this when writing academic essays, so the situation really determines how I view grammar. Mostly, I like to think of it as fun and full of variety. :)
My grammar has changed to include the correct "schoolbook" grammar. During elementary school I spoke with grammar that made sense to me whether it was acceptable or not. As I've gone through school and have begun interacting with professionals I've found myself consciously trying to speak in an educated manner and with correct grammar.
The materials in this chapter was really new stuff for me too. But, it was also interesting. Diagramming sentences were totally new for me and it was little complicated, but it also helps my grammar a lot.
My definition of grammar is Kolln's "grammar 1," that is, the intuitive set of rules I follow when speaking. I do not know what these rules are, but they are firmly implanted in me. Despite not being defined, they are a big part of my life, and I find myself correcting other people's grammar according to my own set of unknown, internal grammar rules.
I would probably say that I identify with the number two definition, because, as far as I remember, my earliest exposure to grammar was through diagramming. My second experience was learning Spanish in high school and college, where the rules (verb forms, conjugations, tenses mostly) were to be stricly adhered to.
I had never diagrammed sentences before this class either. I'm really glad we learned about that, because I have a feeling it will come in handy for me in the future.
I never had to diagram myself while I was in elementary or high school. The first time I diagramed was when I taught English in Thailand, and while it was rarely as complex as what we have in class (most of the students had little or no English skills)I found it quite useful.
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