Lucia Elden | Michigan State University (original) (raw)

Papers by Lucia Elden

Language Arts Journal of Michigan, 2001

New Directions for Community Colleges, Sep 1, 2013

This essay examines not only the role the humanities play in the community college curriculum but... more This essay examines not only the role the humanities play in the community college curriculum but also how our approach to and understanding of the humanities must change. The defense of a 21st-century humanities has to begin in the experience of our students and not in the traditional canons of our disciplines.

Language Arts Journal of Michigan

Language Arts Journal of Michigan, 1990

New Directions for Community Colleges, 2013

Language Arts Journal of Michigan, 2012

Re-Visioning "Right" Writing in the Language Arts Classroom PIIIIIIIIPlllllllleacher educators ca... more Re-Visioning "Right" Writing in the Language Arts Classroom PIIIIIIIIPlllllllleacher educators can pre-service teachers re spect the complexity and diversity of language, and new teachers can teach and grammar. This statement shouldn't be all that Even in the 21st with its retro-focus on standard ization, the traditional of grammar doesn't need to be front and center. And yet when LAJM's call for manuscripts about the role of grammar instruction in the classroom went out, each of us wondered about some of these questions were still being asked: Do students learn grammar through daily error-finding exercises? Do lessons in traditional topics such as subject/verb transfer to student writ-And ...what IS grammar? Research studies have been providing perspectives on these questions for years. "Grammar," as it is used by the general public and therefore by our students and their parents, usually means standard usage rules and conventions. Gram mar, as linguists use it, refers to the set of highly complex rules that govern all language use-rules that operate mostly beneath the level of consciousness and that vary from one community to another. Applied linguists haven't made much in getting people to understand the distinction between these defi and so grammar persists as a set of prescrip tive do's and don'ts for written and oral language. Whether grammar is assumed to mean how the is structured or how speakers and writers are "supposed" to use the language, the research over the 60 years persis tently raises ques Whether grammar is assumed tions about tradi tional assumptions to mean how the language is that and structured or how speakers writers will apply the and writers are "supposed" to rules studied use the language, the research to their own and writing. The Lucia Elden teaches composition and humanities at Mid Mich-Community She is also an Language Arts High School Liaison, in which she connects with her local high school teachers. She is a doctoral student in Michigan State Curriculum, Instruction, and Teacher Education program, studying readiness and academic identity. Marilyn Wilson is a Professor at LHj'vU'!'.~'" State the departments of and where she teaches Education courses and researches areas of ml.I!I,U"")5.V and power in discourse communi ties.

Language Arts Journal of Michigan, 2001

New Directions for Community Colleges, Sep 1, 2013

This essay examines not only the role the humanities play in the community college curriculum but... more This essay examines not only the role the humanities play in the community college curriculum but also how our approach to and understanding of the humanities must change. The defense of a 21st-century humanities has to begin in the experience of our students and not in the traditional canons of our disciplines.

Language Arts Journal of Michigan

Language Arts Journal of Michigan, 1990

New Directions for Community Colleges, 2013

Language Arts Journal of Michigan, 2012

Re-Visioning "Right" Writing in the Language Arts Classroom PIIIIIIIIPlllllllleacher educators ca... more Re-Visioning "Right" Writing in the Language Arts Classroom PIIIIIIIIPlllllllleacher educators can pre-service teachers re spect the complexity and diversity of language, and new teachers can teach and grammar. This statement shouldn't be all that Even in the 21st with its retro-focus on standard ization, the traditional of grammar doesn't need to be front and center. And yet when LAJM's call for manuscripts about the role of grammar instruction in the classroom went out, each of us wondered about some of these questions were still being asked: Do students learn grammar through daily error-finding exercises? Do lessons in traditional topics such as subject/verb transfer to student writ-And ...what IS grammar? Research studies have been providing perspectives on these questions for years. "Grammar," as it is used by the general public and therefore by our students and their parents, usually means standard usage rules and conventions. Gram mar, as linguists use it, refers to the set of highly complex rules that govern all language use-rules that operate mostly beneath the level of consciousness and that vary from one community to another. Applied linguists haven't made much in getting people to understand the distinction between these defi and so grammar persists as a set of prescrip tive do's and don'ts for written and oral language. Whether grammar is assumed to mean how the is structured or how speakers and writers are "supposed" to use the language, the research over the 60 years persis tently raises ques Whether grammar is assumed tions about tradi tional assumptions to mean how the language is that and structured or how speakers writers will apply the and writers are "supposed" to rules studied use the language, the research to their own and writing. The Lucia Elden teaches composition and humanities at Mid Mich-Community She is also an Language Arts High School Liaison, in which she connects with her local high school teachers. She is a doctoral student in Michigan State Curriculum, Instruction, and Teacher Education program, studying readiness and academic identity. Marilyn Wilson is a Professor at LHj'vU'!'.~'" State the departments of and where she teaches Education courses and researches areas of ml.I!I,U"")5.V and power in discourse communi ties.