Shall We Teach Grammar?: Panel Discussion No. 6, College Composition and Communication, Vol. 6, No. 3, Workshop and Panel-Discussion Reports of the 1955 Conference on College Comosition and Communication (Oct., 1955), pp. 171-172

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Grammar in the Freshman Course: The Report of Workshop No. 5, College Composition and Communication, Vol. 2, No. 4, Workshop Reports of the 1951 Conference on College Composition and Communication (Dec., 1951), pp. 12-13

LET me begin with something like a confession. In the early days of my graduate study I suddenly came upon what was to me a new world, a discovery that eventually changed my whole view of language and grammar. This discovery-this new world to me-was linguistic science, that is, the principles and the techniques first used in western Europe at the beginning of the nineteenth century for the study of linguistic relationships and then developed and applied more widely by the great scholars in language ever since that time. This new world of modern

In this embedded case study of a mid-Atlantic writing center, I interviewed and observed 3 writing center tutors regarding their academic language ideologies and conceptualizations of academic writing. I found that tutors focused on “grammar” when discussing academic language, and tutored in adherence with “rules” they expected professors to enforce. This demonstrated that tutors may hold a standard language ideology regarding academic writing. However, tutors also focused on student voice through style and word choice, and were concerned with overriding student voice through their tutoring practices. Because of these two conceptualizations of professor focused rules and student centered voice, tutors shifted between prioritizing the two in their tutoring sessions. Ultimately, I argue that tutors need to reimagine what it means to “sound academic” for a more linguistically just tutoring praxis.