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.