Interview of Dr. P, English

I interviewed Dr. P of the English Department even though my major is Environmental Sciences. As a writer, Dr. P encounters and analizes grammar on a larger level than my chemistry or physics professors do. These are almost on the opposite ends of the grammar spectrum but of course one can not overlook how important grammar is to everyone. Regardless I thought an English professor would give me more applicable answers.

At the completion of each question, Dr. P. responded with "I don't understand the question." I would try to narrow the questions down and create very specific areas of grammar for her to answer. I got the feeling that I was forcing her to respond to my questions. Soon I realized that in my attempt to queastion a professor who is completely enveloped in grammar, my questions became unaplicable. To ask a writer and critic of other writers if the way a person writes affect her influence and impact, how else could they respond but, "I do not understand the question." That is what writers do, use language to influence and impact people on different levels. When asked what style is most desireable for her field, Dr. P. chuckled and said, " There is not one. It depends on what you are writing, to whom you are writing, subject matter, etc." Grammar is so important and can be used is such a variety of ways, it can become an art form for some people. To ask a painter how there art impacts or influences people, I do not think they would be able to respond to that either.

I thought I would try a question that would have a solid response, "What is the level of grammar that you encounter from your students." "Horrible," she replied. This was attributed to the amount of grammar taught to kids in high school and middle school or rather lack of grammar taught. But at least I got an answer with a strong foundation.

interview with a biochemistry professor

For my interview I talked to Dr. R. in the biochemistry/biophysics department. Dr R. believes that writing is a necessary skill that allows a person to show the rest of the world that they are indeed intelligent. As a BB major one of the most desired characteristics in a writer is the ability to convey ones thoughts clearly and concisely. One of the areas that Dr. R sees the largest problem of this is on short answer tests where students tend to blab on and on filling up an entire page and yet, saying very little that is relevant. Another problem that Dr. R sees most often in students writing is the inability to organize ones thoughts into an understandable design. Many students in the past have been unable to organize a paper and tend to scatter information all over.
Dr. R. did not say that she saw any distinct grammar errors, but that the general problem with student writers today is there inability to write correctly. She expressed amazement at the fact that so many students in biochemistry/biophysics can be so bright and do well on tests, and yet have so little ability write or desire to learn to write better. She did acknowledge that for many students English is not their first language, but still finds that a number of Americans also write using incorrect grammar, punctuation, and all around bland papers. “Many students today write like they are in middle school, with little style or understanding of how to write,” she said emphasizing that writing good is a necessary tool in life.

Interview with Professor B, English

To better understand grammar within my major of English, I interviewed Professor B. In finding most of the questions suggested on Blackboard to be overly the generic and obvious within the English realm, I concluded that a greater insight would be gained by formulating my own questions.

His most passionate feelings about grammar were put forth in a sort of oxymoronic manner; he stated that grammar is too ardently focused upon, while at the same time not emphasized enough. He felt that the traditionally enforced idea of creating a paper that doesn’t further an idea, and instead just keeps redefining the same idea. In this sense, he felt that students came to him from high school with a skewed view of the purpose of good writing. He went on to say that incoming students typically opt for being very verbose, writing very long sentences, as they feel intimidated by the idea of writing in an elevated manner. In this manner, he felt that the focus of high school grammar was misdirected, and its enforcement was in actuality serving as a detriment to their ability to express their thoughts through writing. Conversely, he felt that the remedy for this issue would be to cut down on the breadth and extent to which grammar is taught and instead focused on the actual utility of language, rather than its very specific mechanics. “I am not nearly as concerned with my students recognizing the subjunctive mood of a sentence as I am with them understanding how to clearly communicate their ideas without feeling it necessary to use a drawn out sentence and an improperly used semicolon to do so. Focusing instead on more pointed lessons explaining the use of semicolons and comma splices. These are the two most inhibiting grammatical errors in the writings that I encounter.” In this way, Professor B says that cutting down on the breadth of grammatical education and instead should ensure that students have a firm grasp on grammar in the sense of how it can convey their ideas most effectively.

Interview with English Professor on Grammar

Group4

Sasha Levage

Writing 330-V Burton

Interview

For my interview, I talked with one of my past High school English teachers, Ms. K at Bend Senior High School, since I am expecting to teach high school English in the future. When I was speaking with her, she emphasized the importance of creativity through student writing. When I asked her how important the correctness of grammar was for students, I was surprised when she said, “Because I am the English teacher, I have to have high standards for correctness, yet not to the point that I want to only stress grammar. I’ve found the more I stress technicalities, the less creative papers I receive. Students at ninth and tenth grade levels fear they do not have the capability of writing something both creative and correct grammatically.” She continually voiced her opinion that grammar was important, but not as directly effective as having a creative side. She stated, “When students are given more thought provoking assignments, they tend to create more complex sentences without even realizing it.” She also mentioned that vocabulary and style were always helpful to a student’s writing.

When I asked her what she found most impressive about student writing, she smiled and answered after a moment of thought, “I have only been teaching English for five years now. My first classes teaching sophomore English were so surprising, I had expected everything to be a mess. I would say I am most surprised at how much time students are willing to put into an essay or assignment, regardless of how much of his or her grade it is worth.” Throughout the interview, I realized that Ms. K was adamant about good writing, so long as there was a voice behind it. Grammar and technicalities, as stated by Ms. K “can always be corrected,” but writing creatively and interestingly are aspects which must be encouraged. “It’s the ideas that count,” she stated before the interview ended, “everything else takes second place in my classroom.”