Digital Portfolio

Writing
Portfolio
BY HANNAH DOCKTER
Table of Contents
Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Revision Paper Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Paper Revised . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
Revision Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Original Paper Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Original Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Original Paper Media Adaptation Summary . . . . . . . . . . . . . . . .18
Original Paper Media Adaptation . . . . . . . . . . . . . . . . . . . . . . . . . .19
Investigation Report Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Investigation Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Book Critique Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41
Book Critique . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Book Critique Media Adaptation Summary . . . . . . . . . . . . . . . . . . 48
Book Critique Media Adaptation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Argument Project Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Annotated Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Literature Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Argument Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Prev Next
1
Revision Paper Summary
*WORK LIKED BEST
*TOOK THE LEAST AMOUNT OF TIME
For the revision work, I took a writing assignment from a previous college
class and then took it through the revision process. I selected a paper
from freshman year when I took English 120: Composition II. The paper
discusses the anxiety that I deal with and some strategies to help handle
it. Before I could revise my paper, I had to identify three revision goals
that focused my revising activity. By creating three goals, I revised with a
plan instead of attacking the paper as one giant whole. I also broke down
the process by making the goals attainable.
Three Revision Goals:

Rework Thesis: Changing 1 or 2 of my reasons for anxiety within my
thesis.
Improve Diction: Choosing 5-10 words per page to enhance from the
original word. Also cutting out unnecessary words found in my paper.
Show Not Tell: Identifying 4 different moments in my paper where I am
telling not showing and reworking them to show.
Goal of Revision Paper

The goal of revising an old paper was to help me experience the revision
process. In the workplace, I will probably do more revision work than I
think I will. I could revise worksheets or unit plans. As an English teacher,
I will also be revising student’s work. Because of this project, I can help
them create goals because I have my own experience.
Prev TABLE OF CONTENTS Next
2
Dockter 1
Hannah Dockter
Jodi Shorma
Paper before Revising
February 5, 2021
Mind Over Matter
I’ve heard adults say that teenagers who has anxiety use it as an excuse, that becomes a
barrier keeping them from having to face their problems and allows them to become lazy. I don’t
know if everyone has anxiety actually has it, but I do know it has seeped into my life. The first
time I heard anxiety defined, it felt like I could finally put a name to the feeling inside me. A
feeling that causes my stomach to churn and my throat to close up, and that makes me want to
stop the world from spinning because it is too overwhelming to handle. I hate how anxiety has
taken and maintained such a hold on my life. At an initial glance, it appears the stress of college
and pressure from my parents and myself would be the sole cause of my anxiety, but on a closer
inspection the fear of change, the unknown, and my fear of failure continue to feed into it.
The obvious source of my anxiety appears to be stress from college. In class, when the
professor explains the next assignment, all I think about is how soon can I finish this project. A dark
cloud forms over my head and refuses to disappear until I submit it into Blackboard. One
Wednesday, my CIS professor assigned a short two-page research paper that was due the following
week. As she went through the requirements and the tools we could use to help us, I sat in my seat
with a pounding heart and sweaty palms. I knew the paper wasn’t due until the following week, but
it somehow consumed all my thoughts for the rest of the day. Nor until I got home from class, sat
down, and wrote the paper the crushing weight lifted from my shoulders so I could finally breathe.
To stop heavy feeling in my chest, I could make a note in my phone of the due date. I am someone
3
Dockter 2
who needs a constant reminder, not because I forget things easily but because knowing for sure
what is happening puts me at ease. The note will allow me to know I have time to complete the
project and that it’s okay to not have it done within the same day.
My parents are the two people I look up to the most, and because of that, the pressure to
succeed in everything that I do. In high school, I strived to be a straight-A student, I participated
in many clubs and activities, and I never went to a party. By most parents’ standards I was a
perfect kid, yet, it never felt like enough. Once, I played the best tennis match of my life but in
the end I lost. I had played my hardest, matching my opponent stoke for stroke, our rallies went
all the way into 30s before one of us messed up. I remember walking over to my parents.
Disappointed I hadn’t pulled out the win. They tried to give me a little smile, a bit of
encouragement, but then my mom asked, “What happened?” and I felt my chest deflate. My
shoulders slumped as I tried to make myself smaller so they wouldn’t see how much it hurt that
they couldn’t just say “It’s okay, you played amazing.” Looking back, I wonder if maybe I
project those expectations onto myself. I know my parents just want me to be the best I can be,
but I take it as though if I fail even once I will lose their approval. Now, looking back on this
memory, a solution to this would be to talk to my parents. I can explain how I feel about what
they said. By doing this, I can remind myself that I will fail, but the only thing that matters is that
I get back up and try again.
Pressure doesn’t only come from my family, it also comes from myself. I want to look
back someday and know I always gave my best. Going into college, all I thought was, “I was a
straight-A student in high school, I need to be one in college.” I know it’s possible if I take the
time to study and work hard, but sometimes I’ll work on a challenging assignment and doubts
about my abilities start to filter in. I try to remind myself over and over that even though it is
4
Dockter 3
more work and takes more effort than high school, I can do it, but some days are harder than
others to believe that. A solution that may fix this would be to take study breaks. If I’ve worked
on an assignment for a couple hours, I need to take a step back and focus on something else. This
break could be as small as grabbing a beverage or snack or it could be stopping for the night and
continuing the next day. By doing this, I can take a step back and know that I’m looking at the
assignment in a new light that could give me a new perspective.
A less obvious cause of my anxiety is the fear of change, which goes hand and hand with
fear of the unknown. Change comes whether we want it to or not, but at the thought of my small
world changing, I feel this knot form in my stomach that works its way up my throat until I feel
like I could vomit. When preparing to start college, I remember forcing myself to think of
anything other than what would be waiting for me because it would become too much. The
thought of facing something new was terrifying. It not only invaded my waking hour but found
its way into my dreams. I would wake up in a sweat wondering if I had everything I needed. I
know that there will always be a time where I am not prepared for what I will face, but I need to
learn to be okay with it. Just like when dealing with pressure from my parents, a way to handle
this could be talking to my family. By explaining what I’m anxious about I am can let out the
feelings I’m bottling up. Also, my family could reassure me that what I’m feeling is normal, that
everyone gets nervous at new things, but that I will get the hang of it.
Once I picked apart the different causes for my anxiety, I could see the underlying cause,
my fear of failure. All the causes circle back around to how I hate going into something, whether
it be for school, work, or and activity, giving it everything I have and still failing. I remember
when my parents tried to convince me to give speech a chance. They said it would give me skills
I could use later in life, but I didn’t want to go for it because I couldn’t bear to find out I wasn’t
5
Dockter 4
good. I knew the skills needed would take time and practice, and I didn’t want to take the chance
of standing up in front of people only to fail. The thoughts filling my head told me that people
would mock and laugh at me, even as I knew the audience would know I was new and learning. I
didn’t want to face that kind of rejection. I decided to allow my anxiety to hold me back from not
only trying speech but also from experiencing other new and exciting opportunities. One solution
would be to take that leap into the great unknown even though it scares me. I could push myself
into situations, like trying a new club or activity, that I know will make me uncomfortable and
learn how to adjust and be happy in that moment. Another route could be to go to a doctor and
get a prescription that would help balance out the bad feelings that seem to come with anxiety.
Anxiety has had a grip on my life for years and just getting upset by it doesn’t help if I’m
not willing to change it. It holds me back from my full potential by causing me to choose the safe
option. I never venture into the unknown for fear of not being able to succeed. Now that I found
the core cause of my problem and am able to take a step back and objectively notice how it
affects my life, I know I need to fix it. Before seeking a professional’s help, I want to try the
solutions that I’ve come up throughout this paper. Mind over matter is a powerful thing and by
choosing not to succumb to my anxiety, I might be able to overcome it.
Goals for Revision
Rework Thesis: Changing 1 or 2 of my reasons for anxiety within my thesis.

Improve Diction: Choosing 5-10 words per page to enhance from the original word. Also
cutting out unnecessary words found in my paper.
Show Not Tell: Identifying 4 different moments in my paper where I am telling not showing and
reworking them to show.
* The highlighted goal corresponds with the same color in the paper representing that the change that
occurred goes with that specific goal.
6
Dockter 1
Hannah Dockter
Jodi Shorma
ENGL 310
February 5, 2021
Mind Over Matter
I’ve heard adults say teenagers who claim to experience anxiety use it as an excuse. An
excuse that keeps them from having to face their problems and allowing them to become lazy. I
don’t know if everyone who claims to have anxiety actually have it, but I do know it has seeped
into my own life. The first time I heard anxiety defined, it felt as if I could finally put a name to
this feeling inside of me. A feeling that causes my stomach to churn and my throat to close up,
makes me want to close my eyes and lay down while the world continues moving past me like
rush hour traffic. I abhor how anxiety took and maintains such a hold on my life. At an initial
glance, it appears the stress of school and work as well as the pressure I put on myself would be
the sole cause of my anxiety, but on a closer inspection the fear of change and unknown, and my
fear of failure nurtures its presence in my life.
The most apparent source of anxiety appears to be the stress of school. In class, when a
professor assigns homework, all I wonder is how soon can I finish the assignment? A dark cloud
forms over my head and refuses to disappear until I begin working on the project. During freshman
year, my CIS professor assigned a short two-page research paper due the following week. As she
went through the requirements and the tools we were allowed to use, I sat in my seat with a
pounding heart and sweaty palms. I knew the paper wasn’t due until the following week, but my
thoughts kept circling back to remind me I had homework to get done now and that I might not have
time later. For this reason, I went straight home after class, sat down, and wrote the paper until I felt
7
Dockter 2
the crushing weight lift from my shoulders allowing me to breathe. A strategy to stop the heavy
feeling in my chest would be to make a note in my phone of the due date. This would give me a
constant reminder, not because I forget easily but because a visual reminder of assignments and due
dates will put me at ease. The note acts as a reminder that I have time to complete the project and
don’t need to finish every assignment in one sitting.
Along with the stresses of school, the pressures of working as a graphic designer add new
anxieties to my already busy life. The tasks given to me by my bosses can often be completed that
very day, but I still find myself struggling to not be overwhelmed by each new assignment. I
remember one moment where I went into work right after my first class of the semester. By this
point, I felt swamped by the sheer amount of homework already being assigned the first week of
class. On top of that, I discovered someone had ordered several pictures that needed to be edited
before being sent in, graduation cards to be made, as well as a high school senior photo book which
I have to make from scratch. I should begin by stating that I love my job but seeing all of these new
orders come in along with professors explaining all of the projects for the course semester was too
much for me in that moment. My chest moved rapidly up and down as my heart rate increased and I
clenched the arms of my work chair to keep from shaking. Looking back, I realize I allowed my
anxious thoughts to overwhelm me especially considering none of the orders were urgent or had to
be sent out right away. The best way to counteract these vicious thoughts is to create a to do list
starting with the most pressing assignments to the least. From there, I would complete each task
before moving on. This allows me to focus on each project instead of everything all at once.
Both school and work add stress to my life however, the pressure to finish as soon as
possible while also completing everything perfectly comes from myself. I want to look back
someday and recognize I always gave my best. When I began college, I held the mindset of I was
8
Dockter 3
a straight-A student in high school, I need to be one in college. I understand it’s possible if I
study and work hard, but sometimes I find doubts such as it will never be good enough or you
aren’t doing it right fill my head when I work on assignments. These doubts lead me to complete
homework as soon as possible even if it takes all night. I try to remind myself that even though it
is more effort and time than high school, I can do it and do it well. A solution to not exhaust
myself would be to take study breaks. If I’ve worked on an assignment for a couple hours, I need
to step back and redirect my focus. This break could be as small as grabbing a beverage or snack
or stopping for the night and continuing the next day. By doing this, I am giving myself a
breather and later can look at the assignment in a new light and perspective.
A less obvious cause of my anxiety is the fear of change going hand and hand with my
fear of the unknown. Change comes whether we desire it to or not, but at the thought of my small
world changing, I feel this knot form and grow in my stomach working its way up my throat
until I could vomit. When preparing for the start of college, I remember redirecting my thoughts
away from school to something like what am I going to do today or is my sister busy? This
coping mechanism was how I managed to survive the summer before school. I dreaded the
thought of facing the uncharted territory of VCSU. It not only invaded my waking hours but
found its way into my dreams. I constantly woke up in a sweat wondering if I was prepared
enough. I recognize there will always be times where I don’t know what is going to happen, but I
must learn ways to handle these situations. One approach would be talking to my family about
my concerns. By opening up about my worries, I can figure out the best course of action to take.
Also, my family can reassure me that feeling anxious is normal but together we can get through
it. Sometimes, in the midst of stressing I forget these simple truths and need reminding.
9
Dockter 4
Once I picked apart several sources of my anxiety, I discerned the underlying cause to be
my fear of failure. All the causes circle back around to how I despise giving my all for school,
work, or an activity and still failing. I remember when my parents tried to convince me to join
speech. They believed the activity would give me skills I could use later in life, but I didn’t even
try because I couldn’t bear the thought of not being good. I understood that skill would develop
over time and through practice, but I still decided to not participate on the off chance of me
standing up in front of the audience and failing. I believed the thoughts telling me people are
laughing at you and everyone thinks you aren’t good. I wasn’t prepared to face that kind of
rejection. I allowed my anxiety to hold me back from not only trying speech but also from
experiencing new and exciting opportunities. One solution would be to recognize my fears and
decide to jump anyway. Especially, if it scares me. I must push myself into situations I know will
make me uncomfortable and learn how to adjust in that moment. Another route is to go through a
doctor and get a prescription that would help balance out the bad feelings that seem to come with
anxiety.
Anxiety has kept a firm grip on my life for years and getting frustrated with it doesn’t
mean anything if I’m not willing to do something about it. Worries and doubts hold me back
from my full potential by causing me to always choose the safe option. I never venture into the
unknown for fear of not succeeding. Now that I’ve found the core cause of my problem and am
able to look objectively at my anxiety, I notice how it affects my life. Before seeking a
professional’s help, I wish to try the solutions that I’ve created throughout this paper. Mind over
matter is a powerful thing and by choosing not to succumb to my anxiety, I might be able to
overcome it.
10
Original Paper Summary
*GENRE MOST COMFORTABLE WRITING
The original paper consisted of a 1500-word expository essay. I selected

a rhetorical approach and topic that I had not previously explored in
another college paper. I decided to write a definition essay because I
know that high school students typically write one at some point. For
my topic, I chose to define the word respect. I discussed the dictionary
definition as well as my own personal opinion.
Goal of Original Paper

The goal of writing an essay was to give me practice using a rhetorical
approach I haden’t previously explored. I purposely selected an approach
I will probably see in my future career so that I have more experience
understanding the writing process. This will help me teach students who
are writing similar essays.
11
Dockter 1
Hannah Dockter
Jodi Shorma
ENGL 310
17 February 2021
The Consequences of Respect
Many people have experienced that moment where they are scrolling through their
Instagram feed and up pops an insightful quote. In this instance, they see the quote by Paulo
Coelho which reads, “respect is for those who deserve not for those who demand it” (qtd. in
Seale). Upon reading this quote, they feel themselves nodding along thinking of that one
authority figure who yelled and humiliated them in front of their friend. They double tap in a
show of solidarity and then continue scrolling right pass. The quote is now receding from their
mind as they look at the cute picture of their friend’s puppy. How many times has this quote
been viewed and shared without careful consideration of the connotation the word ‘respect’ is
receiving? What kind of affect does this misguided quote have on one’s view of respect? This
simple quote can drastically change what people believe to be respect to the point that no one
quite knows how to be ‘respectful.’
For this reason, it doesn’t come as a surprise that people view respect as something to be
earned or only goes to those who deserve it. This view is especially true when Merriam-Webster
dictionary offers four different definitions for this one word. The first two entries for respect
define the word as “a relation or reference to a particular thing or situation” or “an act of giving
particular attention” (“Respect”). How many people would continue scrolling to see that the third
entry states “high or special regard” (Merriam-Webster)? The first two entries, along with the
beginning quote, give the impression that respect isn’t a weighty idea but instead can be doled
12
Dockter 2
out to only those who have ‘earned’ it. With this definition who decides what makes someone
deserving? In retrospect even though respect can appear in many forms it is a key element to any
and all relationships and should hold some sway over how one interacts with others. Based on
my experience, respect means showing consideration to others, even those we don’t believe
deserve it, helping one to go through life successfully developing important relationships.
As with most words in the English language, respect has continually evolved and
changed, shaping and forming to fit the society of that time. The definition of respect now
contains the amendment that it should only be given to those who have earned it, to those who
“deserve” it. The only problem with this correction is that no one quite knows the criteria one
must have to be respected. Do people in leadership positions deserve respect? Or do they have to
go above and beyond their position to earn it? Can they only be deserving if they know every one
of their team members last names, or do they also have to smile and ask how everyone is doing
when they run into each other? Respect has become too ambiguous at this point and it shouldn’t
be.
Respect is not something that should be difficult to identify. Does each individual now
have to determine how to respect others? How does one show respect if they don’t know what it
is? If someone takes a moment to watch those around them, it should be rather obvious if people
are respecting one another. It may look different in each moment, but it isn’t some criteria to
check off a list before being handed out nor a Christmas bonus only going to those who worked
the hardest. Respect should be an automatic first reaction to meeting someone. Afterall, first
impressions are what people base their view of someone on. If someone chooses to be respectful
only after seeing how someone acts, then they wasted their moment. The first impression is gone
and left behind is a less than favorable view that might be difficult to come back from that.
13
Dockter 3
Respect may not be as ambiguous as society has come to think, and instead one can show
respect in a plethora of ways to another individual, creature, or even to their surroundings. The
act most associated with respect would be to be considerate of an authority figure even if they
are rude. However, respect is not allowing oneself to be treated like a welcome mat. Respect
means showing deference despite how one is treated. It has the ability to empower those who
wield it and prevents one from giving into hot-headed emotions that might end in trouble. The
self-control shown to a difficult and ill-mannered boss could result in a promotion or an
exceptional reference. However, cruel words tossed in the heat of anger could lead to discord
amongst professionals or end in a dismissal.
Along with people, respect can be given to animals such as pets or to the environment as
well. Respect could be pausing that extra second to let a cat or chicken cross the road even
though one might be running late to work. It could be cleaning up one’s workspace and stacking
the students’ chairs in the classroom before leaving for the weekend so the janitors will have an
easier time vacuuming. These small signs of respect not only brighten other’s days but
strengthen one’s relationships. Respect is an award in and within itself. Choosing to show respect
despite any circumstance, causes people to now associate that person with all the attributes of
respect such as self-control, discipline, kindness, and empathy. Being known to have these
qualities will only benefit that person in the long run. Bosses will think of them when promoting
someone or people might turn to them in crisis because they find them to be trustworthy. The
benefits of showing respect far outweigh the benefit of keeping it close and only giving it to
certain people.
My personal definition of respect didn’t develop because I never faced challenging
people and found it easy to respect all people, animals, or things. Throughout my life, I have
14
Dockter 4
dealt with different people who were rude and inconsiderate and made it very difficult to say
anything polite or kind. In fact, during the entirety of my high school career I struggled with an
authority figure and didn’t know how to respect them as a person or as a leader. The most
difficult part of this situation is that this authority figure and I would have to interact several
times throughout the day. The first thing one should know about high school students is that they
know when they’re being talked down to and belittled and the second thing is that they hate it. I
understood that as a high school student I did not know everything about anything. I recognized I
was a child. However, that is no reason to treat me less than a person. At the time, I was furious
at how I was treated because my feelings were never taken into consideration.
As a result, I felt upset after any encounters with this person, but I also realized
something fundamental. If I were to explode on this authority figure, my situation would go from
awful to truly terrible. Aside from a moment of satisfaction, nothing good would come out of it.
For the rest of my high school career, I continued to respect this authority figure never revealing
my frustration but showing deference. It wasn’t always easy but if I had chosen the easy route, I
could have ended up in serious trouble that hindered my education and might have led to
repercussions outside of the school. I realize showing respect despite being mistreated isn’t a
sign of weakness but strength. It took discipline and self-control which are skills I will need in
many aspects of my life especially in my future career as an educator.
Through personal experience, I have noticed being respectful holds no true downfall and
is always a safter response than choosing spite or anger. At a glance, a quote explaining how
respect should only being given to those who deserve it doesn’t only make sense but also feels
justifiable. Why would someone show respect if they aren’t shown respect in return? The simple
answer is showing respect from the start builds and strengthens all relationships. Respect should
15
Dockter 5
be an automatic response when meeting new people because. The most prominent benefit of
respect is that one will be known for being courteous and kind. It builds a good reputation that
will make others want to work with them or use them for projects. No one wants to be paired
with someone known for being impolite and ill-tempered. Showing respect can also set one apart
from the crowd, allowing management to look at that person and see potential. Along with
building good first impressions, continually choosing respect strengthens one’s relationships.
Respect can be given by putting down the phone while someone is talking or throwing
someone’s trash away. These small acts reveal a consideration for others that make them feel
appreciated and cared for. This kindness in turn, might make them more understanding and
helpful in return. Respect leaves a clear conscience and reputation, while anger may result in
consequences such as being passed over or asked to leave. Respect shouldn’t be something easily
put away but instead be used in abundance. To choose respect, is to show compassion and love
to each person no matter who they might be or what kind of personality they have.
16
Dockter 6
Works Cited
“Respect.” Merriam-Webster.com Dictionary, Merriam-Webster, 1 Feb 2021,
https://www.merriam-webster.com/dictionary/respect.
Seale, Quincy. “Respect Quotes.” KeepInspiring.Me, 30 Sept 2020. https://www.keepinspiring.
me/respect-quotes/.
17
Original Paper Media Adaptation
Summary
For the original paper media adaptation, I took the original paper that I
wrote at the beginning of the semester and adapted it. I changed the pa-
per into a different format other than an academic essay. For this partic-
ular paper, I took inspiration from an English teacher’s blog that I found
on the internet. I noted her style and layout of her blog and adapted my
paper to mimic her style somewhat. I added an image, hyperlinks, and
headers.
Goal of Original Paper Media Adaptation

The goal of both media adaptations was to familiarize myself with adapt-
ing my paper from one format to another. In this case, I took an academic
essay and changed it simply by adding an image, hyperlinks, and head-
ers. I did not change any of the writing because that wasn’t the point. The
point was to change formatting and layout to another kind of paper.
18
The Consequences of Respect
Source: Pinterest
Pinterest
What is Respect?
Many people have experienced that moment where they are scrolling through their Instagram feed and up
pops an insightful quote. In this instance, they see the quote by Paulo Coelho which reads, “respect is for
those who deserve not for those who demand it” (qtd.(qtd. in Seale).
Seale) Upon reading this quote, they feel
themselves nodding along thinking of that one authority figure who yelled and humiliated them in front of
their friend. They double tap in a show of solidarity and then continue scrolling right pass. The quote is now
receding from their mind as they look at the cute picture of their friend’s puppy. How many times has this
quote been viewed and shared without careful consideration of the connotation the word ‘respect’ is
receiving? What kind of affect does this misguided quote have on one’s view of respect? This simple quote
can drastically change what people believe to be respect to the point that no one quite knows how to be
‘respectful.’
Dictionary Definition of Respect

For this reason, it doesn’t come as a surprise that people view respect as something to be earned or only
goes to those who deserve it. This view is especially true when Merriam-Webster dictionary offers four
different definitions for this one word. The first two entries for respect define the word as “a relation or
reference to a particular thing or situation” or “an act of giving particular attention” (“Respect”). How
many people would continue scrolling to see that the third entry states “high or special regard” (Merriam-
(Merriam-
Webster)?
Webster) The first two entries, along with the beginning quote, give the impression that respect isn’t a
weighty idea but instead can be doled out to only those who have ‘earned’ it. With this definition who
decides what makes someone deserving? In retrospect even though respect can appear in many forms it is
a key element to any and all relationships and should hold some sway over how one interacts with others.
Based on my experience, respect means showing consideration to others, even those we don’t believe
deserve it, helping one to go through life successfully developing important relationships.
As with most words in the English language, respect has continually evolved and changed, shaping and
forming to fit the society of that time. The definition of respect now contains the amendment that it should
only be given to those who have earned it, to those who “deserve” it. The only problem with this correction
is that no one quite knows the criteria one must have to be respected. Do people in leadership positions
deserve respect? Or do they have to go above and beyond their position to earn it? Can they only be
deserving if they know every one of their team members last names, or do they also have to smile and ask
how everyone is doing when they run into each other? Respect has become too ambiguous at this point and
it shouldn’t be.
19
What isn’t Respect?
Respect is not something that should be difficult to identify. Does each individual now have to determine
how to respect others? How does one show respect if they don’t know what it is? If someone takes a
moment to watch those around them, it should be rather obvious if people are respecting one another. It
may look different in each moment, but it isn’t some criteria to check off a list before being handed out nor
a Christmas bonus only going to those who worked the hardest. Respect should be an automatic first
reaction to meeting someone. Afterall, first impressions are what people base their view of someone on. If
someone chooses to be respectful only after seeing how someone acts, then they wasted their moment. The
first impression is gone and left behind is a less than favorable view that might be difficult to come back
from that.
What does Respect Look Like?

Respect may not be as ambiguous as society has come to think, and instead one can show respect in a
plethora of ways to another individual, creature, or even to their surroundings. The act most associated
with respect would be to be considerate of an authority figure even if they are rude. However, respect is
not allowing oneself to be treated like a welcome mat. Respect means showing deference despite how one
is treated. It has the ability to empower those who wield it and prevents one from giving into hot-headed
emotions that might end in trouble. The self-control shown to a difficult and ill-mannered boss could result in
a promotion or an exceptional reference. However, cruel words tossed in the heat of anger could lead to
discord amongst professionals or end in a dismissal.
Along with people, respect can be given to animals such as pets or to the environment as well. Respect
could be pausing that extra second to let a cat or chicken cross the road even though one might be running
late to work. It could be cleaning up one’s workspace and stacking the students’ chairs in the classroom
before leaving for the weekend so the janitors will have an easier time vacuuming. These small signs of
respect not only brighten other’s days but strengthen one’s relationships. Respect is an award in and within
itself. Choosing to show respect despite any circumstance, causes people to now associate that person with
all the attributes of respect such as self-control, discipline, kindness, and empathy. Being known to have
these qualities will only benefit that person in the long run. Bosses will think of them when promoting
someone or people might turn to them in crisis because they find them to be trustworthy. The benefits of
showing respect far outweigh the benefit of keeping it close and only giving it to certain people.
Personal Definition of Respect

My personal definition of respect didn’t develop because I never faced challenging people and found it
easy to respect all people, animals, or things. Throughout my life, I have dealt with different people who
were rude and inconsiderate and made it very difficult to say anything polite or kind. In fact, during the
entirety of my high school career I struggled with an authority figure and didn’t know how to respect them
as a person or as a leader. The most difficult part of this situation is that this authority figure and I would
have to interact several times throughout the day. The first thing one should know about high school
students is that they know when they’re being talked down to and belittled and the second thing is that
they hate it. I understood that as a high school student I did not know everything about anything. I
recognized I was a child. However, that is no reason to treat me less than a person. At the time, I was
furious at how I was treated because my feelings were never taken into consideration.
As a result, I felt upset after any encounters with this person, but I also realized something fundamental. If I
were to explode on this authority figure, my situation would go from awful to truly terrible. Aside from a
moment of satisfaction, nothing good would come out of it. For the rest of my high school career, I
continued to respect this authority figure never revealing my frustration but showing deference. It wasn’t
always easy but if I had chosen the easy route, I could have ended up in serious trouble that hindered my
education and might have led to repercussions outside of the school. I realize showing respect despite
being mistreated isn’t a sign of weakness but strength. It took discipline and self-control which are skills I
will need in many aspects of my life especially in my future career as an educator.
20
In Conclusion
Through personal experience, I have noticed being respectful holds no true downfall and is always a
safter response than choosing spite or anger. At a glance, a quote explaining how respect should only
being given to those who deserve it doesn’t only make sense but also feels justifiable. Why would someone
show respect if they aren’t shown respect in return? The simple answer is showing respect from the start
builds and strengthens all relationships. Respect should be an automatic response when meeting new
people because. The most prominent benefit of respect is that one will be known for being courteous and
kind. It builds a good reputation that will make others want to work with them or use them for projects. No
one wants to be paired with someone known for being impolite and ill-tempered. Showing respect can also
set one apart from the crowd, allowing management to look at that person and see potential. Along with
building good first impressions, continually choosing respect strengthens one’s relationships. Respect can be
given by putting down the phone while someone is talking or throwing someone’s trash away. These small
acts reveal a consideration for others that make them feel appreciated and cared for. This kindness in turn,
might make them more understanding and helpful in return. Respect leaves a clear conscience and
reputation, while anger may result in consequences such as being passed over or asked to leave. Respect
shouldn’t be something easily put away but instead be used in abundance. To choose respect, is to show
compassion and love to each person no matter who they might be or what kind of personality they have.
Sources
“Respect.” Merriam-Webster.com Dictionary, Merriam-Webster, 1 Feb 2021, https://www.merriam-
webster.com/dictionary/respect.
Seale, Quincy. “Respect Quotes.” KeepInspiring.Me, 30 Sept 2020. https://www.keepinspiring.
me/respect-quotes/.
21
Investigation Report Summary
*MOST FRUSTRATING WORK
*TOOK THE MOST AMOUNT OF TIME
The investigation report assignment, about my discourse community and

the type of communication used by them, was broken up into two parts.
First, I had to perform primary research using three methods. The first
was an internet search of my discourse community, English educators,
to learn of the different membership groups that are available. I then
interviewed a member of this discourse community who happened to be
an old high school English teacher of mine. Lastly, I analyzed three work
documents found in my community consisting of one internal correspon-
dence, one external correspondence, and website content. The second
portion of this project was to actually write the report which included two
visuals.
Goal of Investigation Report

The goal of researching and writing a report about my future discourse
community was to learn how they communicate. This will help me better
communicate in this community when I graduate and join the workforce.
22
1
How to Communicate in the English Education Community
Hannah Dockter
Department of English, Valley City State University
ENGL 310: Writing in the Major
Professor Shorma
March 12, 2021
23
2
How to Communicate in the English Education Community
A discourse community describes the different communication methods of members
within a certain group. Different groups will communicate with one another in many different
ways which varies based on topic, mode of communication, etc. When I entered college, I
decided to pursue a career in education, specifically, English education. A discourse community
within education is a complicated matter to describe. Education as a whole, and all those who
consider themselves educators, could be considered the top of a pyramid then there would be
many other subgroups forming the tiers of the pyramid. Those within the education discourse
community may share different teaching methods and lesson plans they feel can benefit others.
Within this subgroup, there are many different grade levels branching off of the one group. One
could look at middle, high school, or college level English education since each communication
may look slightly different within these individual groups. If one chose to, they could break the
English education discourse community down further into specific content. One could look at
English teachers who focus on reading or teachers who focus solely on writing. This report will
look at a specific discourse community, middle and high school English educators, and through
three methods of research, discover how they communicate with one another and what that
communication looks like. By the end of the report, I will have gained knowledge as to how my
discourse community communicates in both formal and informal settings and be better prepared
to enter the education field.
Methods
The following report includes the results, in the section after Methods, of primary
research done on the English education discourse community. There were three methods of
research, each one is broken down into subsection, used to discover first-hand information about
24
3
the communication style found within this particular community. Each method was different and
provided a wide range of documents to analyze. The methods used to conduct research provided
insight and understanding about the communication style of the English education discourse
community.
Membership Groups
The first method of research was an internet search of different membership groups an
educator of English can participate in. These membership groups included associations,
publications (journal / books), as well as conferences. The major and most active membership
groups were determined as well as the interrelationship between each group. This method was
used to understand the interrelationship between the groups and how they communicate with one
another. This research also revealed how someone in this profession can become involved with
others in the community.
Interview
The second method of research was an interview conducted by me, the researcher, with a
professional in the English education field. I interviewed Kristi Shanenko, a Jr. and Sr. high
school English teacher at Valley City High School. The questions asked were about the different
membership groups she is a part of and how involved within the community she is. The
interview also provided insight into a typical day of her profession and what kinds of
correspondence she keeps. The purpose of the interview was to obtain what kinds of reading,
writing, speaking, and listening Shanenko participates in within her field regularly and which are
most helpful.
25
4
Work Documents
The third and final method used was an analysis of a 100-word section from work
documents typically seen in the English education discourse community. The three documents
consisted of an internal correspondence, an external correspondence, and website content. The
internal and external correspondence, comprised of emails provided by Shanenko, the
interviewee. The internal correspondence email was sent from Shanenko (an English teacher) to
the principal of her school addressing the topic of class rotation. See Appendix A for the internal
document referenced. The external correspondence contained information about the Shanenko’s
lesson plans for that week which was sent to her students’ parents as an update. See Appendix B
for the external document referenced. The third document was provided by the NCTE website
about resources offered to secondary English education teachers. See Appendix C for the website
content page referenced. An analysis was completed of the documents to see where the
communication styles are similar and where they are different.
The three criteria used to analyze the documents were technical jargon, syntax, and tone.
Technical jargon referred to terms that are used by a specific group of people. Technical jargon
for English education consists of both terminology for English related activities, like prose and
poetry, as well as educational terms such as professional development or practicums. The second
criterion, syntax, referred to the length and complexity of a sentence. This report focused on how
often each of the four different types of sentences (simple, complex, compound, and compound-
complex) were used in each document. Lastly, tone, informal or formal voice, was analyzed
within each document. Informal voice referred to devices such as the use of contractions, fully
capitalized words, and the use of exclamation points. These three items are not typically seen in
professional or academic writing. One would be more likely to use one or all in a text message to
26
5
a friend but not in an academic essay or professional email. Formal tone included sophisticated
word choice, advanced punctuation like semicolons or the Oxford comma, and the absence of
contractions. This analysis provided insight into the different techniques used to communicate
and when one style may be more appropriate than another in a given situation.
Results
The following section contains the results of the research methods described in the above
section. Each subsection reflects the most important information gathered during the research
portion of the report.
Membership Group
In any discourse community, there are different membership groups one can belong to.
This allows for communication between those who are focused on the subjects of English
education or education in general which in turn will inform their teaching of English. The
English education discourse community offers different professional associations that a
professional in this field can belong to. Along with associations, one can subscribe to journals or
attend conferences to learn more about the education field in general or for more specific topics.
Associations
One of the more noticeable membership groups for English education is the National
Council of Teachers and English (NCTE). This association offers access to journals,
conferences, and articles related to English education to teachers who subscribe. Another
association available is the Modern Language Association (MLA). MLA is not only the
formatting of academic papers but also is an organization that offers information about
conventions, publications, and jobs. One can also be better educated on the MLA style
conventions. Members are allowed access to webinars and professional development
27
6
opportunities which puts them in contact with the leading innovators of the field. Some
organizations offer resources for specific aspects of English education. The International
Reading Associations offers different resources for those teaching reading. This allows teachers
who are more focused on the reading side of English education to find the latest teaching styles
and lesson plans. The National Middle School Association offers resources for teachers in the
middle school setting. This organization covers all topics concerning middle school not just
English middle school teachers. Much like the middle school association there is a National
Education association which focuses on all professions dealing with education not simply
English education. The benefit of this group is one can learn from a wide array of educators
about their teaching methods. One could even modify the method to fit their subject.
Professional Journals
Another membership group of this discourse community is professional journals.
Professional journals for English Education can be written by English teachers or someone who
works in education. These journals can provide insight into the newest methods of teaching on
certain topic or the latest topics that are being talked about in the school classroom. If one
belongs to the NCTE membership group, they will have access to the English journal which
caters to both middle school and high school teachers. The journal, published first in January
and then every other month, offers insight into the “teaching of writing and reading, literature,
and language” (Emert & Rodriguez, n.d.). Along with covering the latest topics of English
education, the journal includes different practices and research that can be applied to one’s
classroom.
28
7
Professional Conferences
Another membership group is professional conferences. Conferences for education range
in content. There are conferences specific to a state that educators may attend. However, there
are also international conferences held that allow for people around the globe to attend. One
conference held completely online in the Summer of 2021 is the Teaching & Learning
Conference. This conference will cover topics such as interventions for enhancing learning, the
impact of COVID on education, different assessments, and much more (University of Kansas,
2021). This conference is available for all educators or professions that deal with education, like
administrators. The associations one belongs to can also offer different conferences that provide
training for that associations. These conferences can pertain to topics outside of the teacher’s
content area such as leadership or technology conferences.
Interview
The interview results provided insight into the kind of communication used in the life of
an English teacher. Typically, one will communicate with staff, students, parents, and the
community throughout the week. Each instance utilizes a different mode of communication and
not all will look the same. During the day, questions that center around the individual (either a
student or co-worker) will be asked by Shanenko in order to build relationships. She explains
that relationships are important to engage and facilitate learning between the students and if one
wants to be a good teacher, they must not be focused on just completing their stack of work but
instead willing to spend time learning about others.
Shanenko elaborates on the different meetings that are held throughout the week and that
may deal with specific English topics or on educational topics. The communication during these
meetings will vary depending on the topic or purpose. If the meeting is between the English
29
8
department, they will discuss their classes and the content they are teaching at that point in time.
At a PLC meeting, teachers will discuss curriculum, planning and pacing for the year, student
data and progress, responsibilities handed out by administration, etc. The language used during
this meeting will include terms that people in another profession might not understand because it
isn’t part of their daily vernacular.
Shanenko describes the different correspondences kept. There will be both internal
correspondence and external correspondence sent and received. These correspondences can be
either informal or formal depending on their purpose. Throughout the week, Shanenko sends
praises or problems about a particular student to their parents. This keeps the parent informed
about the progress of their child. These types of emails are sent informally only when an email is
warranted. Emails are also sent out to the community in order to involve them in her daily lesson
plans. She will use their businesses to host poetry sessions or speeches if allowed. This builds a
relationship within the community.
Shanenko belongs to a variety of membership groups which has opened opportunities to
conferences and journals. She has attended various conferences that pertain to a wide array of
topics such as English education, education in a broader sense, technology, and PLC. Each one
provided workshops meant to educate those in that specific area. One membership group not
described earlier is podcasts. Shanenko expresses an interest in listening to different educational
podcasts in her free time. See Appendix D for full transcript from the interview.
30
9
Table 1
Data Gathered from Work Documents
Use of Informal Words
Number of Sentences in Paragraph

Number of Words in Paragraph
Use of Technical Jargon
Use of Formal Words
Use of Informal Punctuation
Use of Formal Punctuation
Simple Sentences
Complex Sentences
Compound Sentences
Compound-Complex Sentences
Internal 86 15 7 1 3 0 3 0 0 1 2
Correspondence
External 85 4 15 0 2 0 5 5 0 0 0
Correspondence
Website 78 17 0 7 0 2 3 2 1 0 0
Content
Work Documents
Upon analysis, the internal correspondence email was more formal than the external
correspondence but not as much as the website content. As seen in Table 1, the use of technical
jargon occurred throughout 17.44% of the paragraph. No simple sentence structures were used.
Instead, Shanenko incorporated both compound and compound-complex sentences into her small
paragraph. The use of both informal words and punctuation such as with the fully capitalized
word ‘LOVE’ and exclamation points were exhibited. Limited to nonformal wording occurred
throughout the paragraph.
The external email contained the most informal attitude of the three documents. Less than
0.05% of the words consisted of technical jargon while 17.65% included informal word choice.
All 5 of the sentences that appear in this 85-word paragraph are of the simple sentence variety.
31
10
This excerpt from the document also contained an entire sentence that was bolded and underlined
to make it stand out.
The website content, written for education professionals, held the most formal attitude
towards its audience. Almost 22% of the paragraphs contain technical jargon, both education
related and English related. This document contained the most formal wording and punctuation
between the three separate documents. The sentence structure also varied to include both simple
and complex sentences.
Discussion
After researching and then analyzing the data, I was able to determine what the findings
meant to me specifically. Based off of my research, I noticed the different membership groups
(associations, journals, and conferences) are interconnected as scene in Figure 1. When a teacher
becomes part of an association or organization, they become better introduced to that profession.
They now have a connection to people within the community that can give them ideas about new
innovations and topics in the field of education. Associations also often include a journal to keep
their members updated on the latest concepts. Conferences may be held by a specific
organization to provide specific workshops for educators. I noticed one membership group can
eventually introduce different professional to each other until a web of communication and
contacts has been created.
The interview provided insight into my future field. I learned that in order to be an above
average teacher I will want to strengthen my relationships with co-workers, students, parents,
and the community. Building relationships with others and having that foundation, will allow me
to connect more. This will help me engage students who would otherwise be closed off to my
teaching. I also learned that being a teacher means constantly learning about new teaching
32
11
techniques or new curriculum. In order to keep up, I will want to be a part of several membership
groups that keep me informed.
The analysis of the three documents, revealed different situations in which a formal tone
is expected and where an informal or lax tone can be taken. Based off of my results, external
correspondences, especially to those who are not familiar with the technical jargon of the
education field, may take on a more relaxed, friendly tone. Terminology was kept to a minimum
or otherwise explained and more informal punctuation such as exclamation points were used.
However, the more the content was just viewed by community members within this particular
discourse the more formality was used as well as technical jargon. The reason for this appears to
be that those reading these particular correspondences or website content already have a prior
knowledge of the material being discussed and therefore do not need as many explanations.
Figure 1
Illustration of Membership Groups Interrelationships
33
12
References
Emert, T., & Rodriguez R. J. (n.d.). English Journal. NCTE. Retrieved March 5, 2021, from
https://ncte.org/resources/journals/english-journal/.
University of Kansas. (2021, February 22). Big 12 Teaching and Learning Conference. KU
Edwards Campus. https://edwardscampus.ku.edu/big-12.
34
13
Appendix A
35
14
Appendix B
36
15
Appendix C
Searc h Blo g Sho p My A cco unt
Mem b ership Event s Reso ur ces Resear c h Gro up s A b o ut Get Invo lv ed Renew ! Jo in!
Seco nd ary
Jo in a c o m m unit y o f ed ucat o rs w ho se
d evo t io n, insp ir at io n, d et erm inat io n, and
uniq ueness co m e t o g et her in a w ay t hat w ill
m ake a d if f erence in y o ur career, classes,
and co m m unit y.
Seco nd ary at N CTE

The Sec o nd ary Sect io n enhanc es t he p r o f essio nal liv es o f Eng lish lang uag e art s ed uca t o rs and t he q ualit y o f ed uca t io n o f t heir
st ud ent s b y p rov id ing m ult ip le f o rum s f o r sig nif icant d ialo g ue o n his t o rical, c urrent , and em er g ing t o p ics o f int erest t o sec o nd ary
Eng lish lang uag e art s ed uca t o rs.
Feat ured Sec o nd ary St o ries V IEW A LL ➡
Insp iring O ne A no t her Keep Yo ur Heart Tend er
Feat ured Sec o nd ary Pub lic at io ns V IEW A LL ➡
Teac hing Read ing w it h YA Gram m ar t o Get Thing s Do ne: A

Lit erat ure: Co m p lex Tex t s, Co m p lex Prac t ic al Guid e f o r Teac hers
Lives A nc ho red in Real-W o rld Usag e
A ut ho r Jennif er Buehler sho w s ho w t o im p lem ent A ut ho rs D arr en Cro v it z and Mic helle D e vereaux
a YA p ed ag o g y —o ne t hat revo lv es aro und st ud ent sho w ho w f o rm , f unc t io n, and use c an help
m o t iv at io n w hile up ho ld ing t he g o als o f rig o r and
t eac hers m o ve aw ay f ro m d ec o nt ex t ualized
co m p lex it y.
g ram m ar inst ruc t io n and b eg in c o nsid ering
g ram m ar in ap p lied c o nt ex t s o f every d ay use. A
co p ub lic at io n o f Ro ut led g e and N CTE.
20 20 N CTE
A nnual Co nvent io n
The N CTE A nnual Co nvent io n is an o p p o rt unit y
t o net w o rk w it h and learn f r o m so m e o f t he
b rig ht est m ind s in t he p r o f essio n. Jo in us in
N o vem b er as Den ver w elco m es m an y aut ho rs,
ad vo cat es, and lit erac y ed ucat o rs f ro m acro ss
t he c o unt ry.
Prev TABLE OF CONTENTS

Learn Mo r e Reg ist er Next
37
16
Appendix D
Interview Transcript
Interviewer: Hannah Dockter
Interviewee: Kristi Shanenko
Date of Interview: 25 February 2021
Time of Interview: 4:15 PM
Location of Interview: Ally Beans
Hannah Dockter (Q): What does a typical day look like for you?
Kristi Shanenko (A): She arrives to school by 8:00 AM. The period before the first bell is spent
talking to staff and students who stop by. She also reads new emails and notes how they will
impact her day. She mentioned that lesson plans should be prepared before this period because
there is little time to actually plan.
She explained throughout the day she is being emotional support for those around her which in
turn builds her relationships with these students. She stated that a teacher must be willing to put
in time outside of a teacher and student relationship. If one really wants to make an impact you
have to engage with the others.
She also talked of adapting to lesson plans. She said that lesson plans in the afternoon typically
look better because the morning classes have shown the problem areas and where to adjust for
the next class period.
Q: How do you engage students who don’t care about school?
A: She said it all begins with building relationships. You ask them about their day and if they
have work after school. From there, she will begin introducing the lesson for that day. She also
uses a lot of competition type activities and try to engage them in any way she can. The best
method is determined by the type of student which you grow to learn through building
relationships.
Q: Who do you talk to within a typical day?
A: Within a typical day, I talk to both staff and students both face to face and through email. She
will also email parents throughout the day or receive emails from them. Along with parents, she
sends external correspondence to community members. She will involve them in her lesson plans
and ask if they are willing to work with her class. She uses their businesses as places to perform
speeches or to host poetry sessions. She likes to get out and be involved within Valley City.
Q: What meetings do you attend throughout the week?
A: Twice a month, at 7:30 in the morning, she meets with her grade level PLC (11 th and 12th).
They talk of how things are going grade wise and anything that needs to be brought to attention.
Another meeting she has once a month are with the English department. This meeting discusses
38
17
everything that deals with their classes. This meeting is much more informal and they will even
bring meals.
Q: What internal correspondence do you send throughout a typical week?
A: During the week, she receives emails from within her department. The English teacher in
charge will reach out and keep them up to date on all that is happening. Along with emails from
just her department, she will receive emails from various staff members. These can be both in a
formal and informal capacity. She will also get emails from special education services which
notify her of students with IEPs. There will be emails from MTSS which deals with students in
7th-10th who need interventions. She agreed to be on a committee and so receives email
notifications on the topic. There are also emails from staff which come from both the Jr. and
Senior high principals.
Q: What external correspondence do you send throughout a typical week?
A: She receives emails from guest speakers who have agreed to come talk to some of her classes
on a range of topics. As discussed in a previous question she will receive emails from the
community about using their space and the logistics of it. She sends out both informal emails to
parents which consists of both praise and problems. Along with informal emails, she sends out a
formal email once a month letting parents know the schedule of the month.
Q: Are you a member of NCTE?
A: She was for a few years at the beginning of her career. However, she is no longer involved
because the department felt they weren’t getting anything out of it and so stopped subscribing.
Q: What associations do you belong to?
A: She belongs to the North Dakota Teachers of English. She has gone to the conference this
association sponsors.
Q: What conferences do you attend throughout a year?
A: She has gone to the North Dakota Teachers of English conference. This conference provides
small workshops on different topics that pertain to teaching English. It is typically put on in
Mandan in July. The conference also provided access to guest speakers such as English teachers
or authors. She has attended different technology conferences to learn more about the technology
used in education. She has also gone to MTSS conferences to train to be on the committee as
well as been part of PLC conferences when that was first introduced.
Q: What professional journals do you read throughout a year?
A: She has read the journal Voices in the Middle which is promoted on the various educational
podcasts she listens to. Instead of subscribing to journals, she listens to various podcasts that
offer information on both education and English education specifically.
39
18
Q: What professional books do you read throughout a year?
A: She reads many different professional books throughout the year. Some include Creative
Schools, The Art of Styling Sentences, Never Work Harder than your Students & Other
Principles of Great Teaching, Joy Write, and The Happy Teacher Habits are some of her
favorites.
Q: What professional writing activities do you engage in during the year?
A: She doesn’t write anything for other teachers.
Q: What teaching websites do you look at?
A: She often uses TeacherspayTeachers as well as Myshakespeare.com. The former site is filled
with lesson plans for a variety of topics. The latter is different translations of Shakespeare’s work
and helpful information to teach students.
Q: Do you read any teaching blogs?
A: She reads one blog called Truth for teachers.
40
Book Critique Summary
For the book critique, I selected a book that “supports” my future profes-
sional community. The paper had to be 1000 words and consist of and
introduction, summary (no longer than 25% of the body of my essay), a
critique, and conclusion. I decided to write my critique on the textbook
Analyzing English Grammar by Thomas Klammer and others. I read the
book during my grammatical analysis class and thought it would be use-
ful for my argument project. I discussed three reasons why I felt the book
was useful for future English teachers.
Goal of Book Critique

The goal of the book critique was to give me experience writing a review
of a book. I haven’t written this kind of paper before but now I can help
my students if they ever have an assignment like this.
41
Dockter 1
Hannah Dockter
Jodi Shorma
ENGL 310
19 April 2021
Book Review
The word grammar can be difficult to describe. Different regions may have different
ideas of what grammar means and what the rules actually are. In Analyzing English Grammar,
Thomas P. Klammer, Muriel R. Schulz, and Angela Della Volpe tackle the question of what is
grammar? The textbook prepares students who are becoming future English educators by
explaining many linguistic theories. Klammer, Schulz, and Volpe either work or worked for
California State University, Fullerton (CSUF). Klammer received an M.A. and PhD in English
literature and linguistics from the University of Michigan before being hired as an assistant
professor of English at CSUF. Schulz became a professor of English and comparative literature
at CSUF. Volpe, having received a PhD in Indo-European Studies, became a professor of
linguistics. They have extensively researched linguistics and the English language. As a future
English educator, I had to study the grammar of the English language using this textbook. The
purpose of the textbook is to teach “a sound pedagogical grammar” and “takes an eclectic
approach, aiming to be an effective tool that will support and assist students in learning about
English” (Klammer ix). By defining the linguistic theories around the grammar, including
exercises throughout the chapter and review questions at the end, and having each chapter build
off of the previous one, Analyzing English Grammar successfully helps teach students about the
English language.
42
Dockter 2
The textbook, Analyzing English Grammar, breaks down the grammar rules of the
English language as well as different linguistic theories. The entire book is divided into twelve
chapters with each chapter building off of the previous one. The first four chapters focus on
grammar’s history, defining grammar, and the different forms of words. The next four chapters
break down individual classes of words, phrases, and sentence types. The final four chapters
explain complex clauses and phrases. Each chapter concludes with review exercises that take the
student through what they just learned and allow them to apply their new knowledge. The
textbook also includes different types of diagrams and ways to break down a sentence into its
individual segments with labels. These diagrams are peppered out throughout the entire textbook
and help explain what was learned in each chapter better. Along with different diagrams, the
textbook includes summary charts that better explain the new topic discussed in the paragraph
before. The authors made sure that after each introduction of a new topic they either gave
example sentences / words or included charts to break down what was explained.
Klammer, Schulz, and Volpe, meticulously describe and define, in-depth, different
linguistic features of the English language which in turn helps one better understand the language
as a whole. Linguistics is the study of a language and will often look at the phonetics, phonology,
morphology, syntax, and semantics of the language. At a glance, this can all appear to be
completely overwhelming especially to students who have to have a thorough understanding of
grammar if they hope to teach high school students. For example, chapter three covers the
morphology of English. Within this chapter are six subcategories that break down morphology
and all the topics that are covered under this umbrella term. The text defines morpheme as “the
smallest unit of meaning in a language” (Klammer 40). To some people, this short definition
might not make much sense. It isn’t until the authors give examples of a morpheme that the term
43
Dockter 3
begins to click. One is taught that “the adjective bold is the basis of the adverb boldly” and once
they learn this “the patter help[s] you recognize other adjective/adverb pairs, like sweet/sweetly,
generous/generously, happy/happily,” and so on (Klammer 40). Basically, the morpheme of the
word boldly would be bold because after taking the -ly away the word can’t be broken up
anymore making bold is the smallest unit of that word. The textbook repeats this process in every
chapter. A topic will be introduced, defined, and then expanded on with subtopics in order to
make sure the reader fully understands what is being discussed.
One aspect that sets Analyzing English Grammar apart from other grammar textbooks is
how often the authors include exercises to help the reader work through content. Like other
textbooks, Klammer’s offers example sentences to help one better visualize what was just stated
in the previous paragraph. These examples are there only to help illustrated what was said. They
are different from the exercises given throughout that allow one to work through what was just
described in order to determine how well they understood what they just read. Depending on the
chapter and topic, the exercises occur frequently throughout and will most likely expand on just
the paragraph before (not on the entire chapter). For example, the word grammar is introduced
and defined within the first couple pages of the first chapter. On page four, the first exercise is
introduced and asks the reader to follow the descriptive rules of grammar. One won’t be able to
successfully complete the exercises if they haven’t first read the pages before and have an
understanding of the different types of grammar. The advantage of having exercise strategically
placed between each subcategory is that the reader can check that they understand each
individual concept before moving on and expanding on it. If the reader doesn’t understand a
topic in which other chapters build off of than they will not understand the rest of the book.
Along with exercises throughout the chapter, the book gives review exercises that cover the most
44
Dockter 4
important aspects discussed within the chapter. These questions help the reader check their
knowledge of the chapter as a whole.
Analyzing English Grammar is distinguished in its field because of how each chapter
builds off of the previous chapter in content. By breaking the book down this way, the reader is
not bombarded with information and instead can first create a solid foundation that they
continually add to. For example, chapter four focuses on form-class words which are nouns,
verbs, adjectives, and adverbs. The textbook defines each category of words and gives tests that
help the reader identify what kind of word it is. The following two chapter include structure-class
words such as auxiliaries, pronouns, preposition, and conjunctions. The reader now knows how
individual words are classified and how they might work in a sentence. Chapter seven begins
explaining the different phrases that can be found in a sentence. It would be difficult for someone
to jump into phrase without knowing the different words that can appear in a sentence and their
functions. By breaking the sentence down into its simplest part, the word, the authors knew they
were building a solid foundation that would help the reader better understand phrases and
sentences as a whole. The way the book is structured as well as the individual chapters allow for
the reader to continually check their understanding before moving on to the next topic.
The purpose of Analyzing English Grammar is to prepare future English educators to
teach the rules of English to their high school students. As a fellow English educator, I feel the
definitions of linguistic topics, exercises, and building up of knowledge, allow for the reader to
form a solid foundation of grammar that can be expanded and continuously built upon. This
textbook succeeds in teaching the rules of grammar but goes beyond just having the reader
memorize a set of rules. Instead, layout of the textbook provides guides that force the reader to
45
Dockter 5
think critically and analyze what they just read. The book does more that provide definitions and,
instead, provides a guide to learning about the English language.
46
Dockter 6
Works Cited
Klammer, Thomas, et al. Analyzing English Grammar. 7th ed., Pearson, 2012.
47
Book Critique Media Adaptation
Summary
For the book critique media adaptation, I took the book critique I wrote
and adapted it to a different media format. I changed the paper from an
academic essay to another format. For this particular paper, I took inspi-
ration from the New York Time’s book review that we looked at in class. I
noted the style and layout of the review and adapted my paper to mimic
the style somewhat. I added an image and changed the formatting.
Goal of Book Critique Media Adaptation

The goal of both media adaptations is to familiarize myself with changing
my papers from one format to another. In this case, I took an academic
essay and changed it simply by adding an image and making it single
spaced. I did not change any of the writing because that wasn’t the point.
The point was to change formatting and layout to another kind of paper.
48
ANALYZING ENGLISH GRAMMAR
By Thomas P. Klammer, Muriel R. Schulz & Angela Della Volpe
432 pages. Pearson. $34.99
The word grammar can be difficult to describe. Different regions may have different ideas of what
grammar means and what the rules actually are. In “Analyzing English Grammar,” Thomas P.
Klammer, Muriel R. Schulz, and Angela Della Volpe tackle the question of what is grammar? The
textbook prepares students who are becoming future English educators by explaining many linguistic
theories. Klammer, Schulz, and Volpe either work or worked for California State University, Fullerton
(CSUF). Klammer received an M.A. and PhD in English literature and linguistics from the University
of Michigan before being hired as an assistant professor of English at CSUF. Schulz became a
professor of English and comparative literature at CSUF. Volpe, having received a PhD in Indo-
European Studies, became a professor of linguistics. They have extensively researched linguistics
and the English language. As a future English educator, I had to study the grammar of the English
language using this textbook. The purpose of the textbook is to teach “a sound pedagogical
grammar” and “takes an eclectic approach, aiming to be an effective tool that will support and assist
students in learning about English.” By defining the linguistic theories around the grammar, including
exercises throughout the chapter and review questions at the end, and having each chapter build off
of the previous one, “Analyzing English Grammar” successfully helps teach students about the
English language.
The textbook, “Analyzing English Grammar,” breaks down the grammar rules of the English
language as well as different linguistic theories. The entire book is divided into twelve chapters with
each chapter building off of the previous one. The first four chapters focus on grammar’s history,
defining grammar, and the different forms of words. The next four chapters break down individual
classes of words, phrases, and sentence types. The final four chapters explain complex clauses and
phrases. Each chapter concludes with review exercises that take the student through what they just
learned and allow them to apply their new knowledge. The textbook also includes different types of
49
diagrams and ways to break down a sentence into its individual segments with labels. These
diagrams are peppered out throughout the entire textbook and help explain what was learned in
each chapter better. Along with different diagrams, the textbook includes summary charts that better
explain the new topic discussed in the paragraph before. The authors made sure that after each
introduction of a new topic they either gave example sentences / words or included charts to break
down what was explained.
Klammer, Schulz, and Volpe, meticulously describe and define, in-depth, different linguistic features
of the English language which in turn helps one better understand the language as a whole.
Linguistics is the study of a language and will often look at the phonetics, phonology, morphology,
syntax, and semantics of the language. At a glance, this can all appear to be completely
overwhelming especially to students who have to have a thorough understanding of grammar if they
hope to teach high school students. For example, chapter three covers the morphology of English.
Within this chapter are six subcategories that break down morphology and all the topics that are
covered under this umbrella term. The text defines morpheme as “the smallest unit of meaning in a
language.” To some people, this short definition might not make much sense. It isn’t until the authors
give examples of a morpheme that the term begins to click. One is taught that “the adjective bold is
the basis of the adverb boldly” and once they learn this “the patter help[s] you recognize other
adjective/adverb pairs, like sweet/sweetly, generous/generously, happy/happily,” and so on.
Basically, the morpheme of the word boldly would be bold because after taking the -ly away the word
can’t be broken up anymore making bold is the smallest unit of that word. The textbook repeats this
process in every chapter. A topic will be introduced, defined, and then expanded on with subtopics in
order to make sure the reader fully understands what is being discussed.
One aspect that sets “Analyzing English Grammar” apart from other grammar textbooks is how often
the authors include exercises to help the reader work through content. Like other textbooks,
Klammer’s offers example sentences to help one better visualize what was just stated in the
previous paragraph. These examples are there only to help illustrated what was said. They are
different from the exercises given throughout that allow one to work through what was just described
in order to determine how well they understood what they just read. Depending on the chapter and
topic, the exercises occur frequently throughout and will most likely expand on just the paragraph
before (not on the entire chapter). For example, the word grammar is introduced and defined within
the first couple pages of the first chapter. On page four, the first exercise is introduced and asks the
reader to follow the descriptive rules of grammar. One won’t be able to successfully complete the
exercises if they haven’t first read the pages before and have an understanding of the different types
of grammar. The advantage of having exercise strategically placed between each subcategory is
that the reader can check that they understand each individual concept before moving on and
expanding on it. If the reader doesn’t understand a topic in which other chapters build off of than
they will not understand the rest of the book. Along with exercises throughout the chapter, the book
gives review exercises that cover the most important aspects discussed within the chapter. These
questions help the reader check their knowledge of the chapter as a whole.
“Analyzing English Grammar” is distinguished in its field because of how each chapter builds off of
the previous chapter in content. By breaking the book down this way, the reader is not bombarded
with information and instead can first create a solid foundation that they continually add to. For
example, chapter four focuses on form-class words which are nouns, verbs, adjectives, and adverbs.
The textbook defines each category of words and gives tests that help the reader identify what kind
of word it is. The following two chapter include structure-class words such as auxiliaries, pronouns,
preposition, and conjunctions. The reader now knows how individual words are classified and how
they might work in a sentence. Chapter seven begins explaining the different phrases that can be
found in a sentence. It would be difficult for someone to jump into phrase without knowing the
different words that can appear in a sentence and their functions. By breaking the sentence down
into its simplest part, the word, the authors knew they were building a solid foundation that would
50
help the reader better understand phrases and sentences as a whole. The way the book is
structured as well as the individual chapters allow for the reader to continually check their
understanding before moving on to the next topic.
The purpose of “Analyzing English Grammar” is to prepare future English educators to teach the
rules of English to their high school students. As a fellow English educator, I feel the definitions of
linguistic topics, exercises, and building up of knowledge, allow for the reader to form a solid
foundation of grammar that can be expanded and continuously built upon. This textbook succeeds in
teaching the rules of grammar but goes beyond just having the reader memorize a set of rules.
Instead, layout of the textbook provides guides that force the reader to think critically and analyze
what they just read. The book does more that provide definitions and, instead, provides a guide to
learning about the English language.
51
Arguement Project Summary
The argument project continues the investigation of my discourse com-

munity by focusing on a debate / controversy / concern / issue / chal-
lenge within my field. I researched the literature in my field on an issue,
summarized the major schools of thought for both sides of the debate,
and then presented my own position using a contemporary argument
approach. I decided to research the two approaches, deductive and
inductive, used to teach grammar. I applied the Rogerian approach to
my argument paper. I also had to create an annotated bibliography that
consisted of eight sources. I wrote a literature review summarizing all my
research and finally put it all together in my 1500-word argument paper.
Goal of Argument Project

The goal of this paper was to learn the different ways to approach writing
an argument paper. I also learned how to write an annotated bibliogra-
phy and literature review and the different criteria needed for each. By
gaining experience, I can help future students write a similar paper.
52
Dockter 1
Hannah Dockter
Jodi Shorma
ENGL 310
16 April 2021
Annotated Bibliography
Alzu’bi, Mohammad Akram. “Effectiveness of Inductive and Deductive Methods in Teaching
Grammar.” Advances in Language and Literary Studies, vol. 6, no. 2, April 2015, pp.
187-193, EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=eric&AN=
EJ1128429&site=ehost-live.
Mohammad Alzu’bi first received his PhD before becoming a faculty member at Ajloun
University College. He has currently written over 25 articles about his research done for the
University as well as on other projects. This particular study tests the effectiveness of the
inductive and deductive approaches to teaching grammar. Students were randomly selected at
universities and schools before being split into several groups that were taught with one of the
approaches. Afterwards, a grammar test was given, and the subsequent data was put into tables in
order to see if there was a difference in the test scores. A discussion of the findings follows the
research and results sections. Alzu’bi concludes that the inductive approach had a positive
impact on the achievement of the groups that learned using this method. This data would be
useful in providing quantitative data on the difference between an inductive approach and a
deductive approach. The study will provide support for the inductive approach section of my
paper.
53
Dockter 2
Analyzing English Grammar was written collaboratively by three faculty members from
California State University, Fullerton (CSUF). Thomas Klammer initially received an M.A. and
a PhD in English literature and linguistics from the University of Michigan before being hired as
an assistant professor of English at CSUF. Muriel R. Schultz was hired as a professor of English
and comparative literature while Angela Della Volpe became a professor of linguistics.
Analyzing English Grammar focuses on teaching students who are considering a career in
English education. The textbook’s layout consists of twelve chapter that breaks down the
different parts of grammar. A grammar idea or concept is first introduced at the beginning of the
chapter followed by exercises the student can work through to check their understanding. The
purpose of the textbook is to prepare students to understand the basic grammar rules so they can
in turn teach others. Analyzing English Grammar will provide an example of the deductive
approach that future teachers are using in order to better understand grammar. The book is used
as a resource specifically by the future English teachers and will help support the deductive
approach section of my paper.
Mohammad, Rhalmi. “Inductive and Deductive Approaches to Grammar Teaching.” My English
Pages, 30 August 2020, https://www.myenglishpages.com/blog/inductive-and-deductive-
approaches/.
Rhalmi Mohammad taught English for 13 years in the Province of El Jadida as well as started a
blog about teaching and different resources available to educators. Mohammad currently teaches
in a Moroccan high school. He is passionate about improving upon his teaching methods and so
began writing to inform the teaching community as well about different methods and practices.
The website provides a look at the difference between inductive and deductive grammar
teaching. Mohammad also explains the difference between explicit and implicit grammar
54
Dockter 3
teaching and how, depending on which side the teacher leans towards, this can inform what kind
of approach one takes to teaching grammar. Examples are also provided at the end that better
explain the different methods of teaching grammar. This website provides an updated definition
of inductive and deductive approaches written by a current English teacher. I will use this
website to help define the inductive approach and provide support to why an inductive approach
can be helpful.
Nur, Serliah. “Students’ Perception toward the Use of Deductive and Inductive Approaches in
Teaching English Grammar.” TESOL International Journal, vol. 15, no. 1, January 2020,
pp. 6-19. EBSCOhost, search.ebschohost.com/login.aspx?direct=true&db=eric&AN=
Serliah Nur is a graduate student, within the English and Literature Department, at the Alauddin
State Islamic University. She has authored and co-authored numerous articles on wide range of
topics. She has discussed topics such as grammar as well as culture and communication
strategies. Her study investigated how students felt either about the deductive or inductive
approach when being taught grammar. Students were split into different groups with each one
either being taught with the deductive method or the inductive method. A questionnaire was then
given asking if the students preferred the method they were being taught with. A conclusion and
implication statement followed about what was found within the study. This study will be
invaluable to my paper for including the students’ preference on the type of method used. The
data collected can be used to support a deductive approach to teaching grammar since many of
the students preferred this approach.
55
Dockter 4
Sik, Kubra. “Tradition or Modernism in Grammar Teaching: Deductive vs. Inductive
Approaches.” ScienceDirect, 7 February 2015, https://www.sciencedirect.com
/science/article/pii/S1877042815043414.
Kubra Sik has published several articles about grammar and the different teaching methods that
can be used. Sik researched the different approaches in order to determine whether one is more
effective than the other. The study conducted focuses on groups of adult learners that were
instructed using the two different approaches. Through a questionnaire and a couple of tests, it
was determined if one approach was more effective. The results of the study are provided along
with a concluding paragraph that leans toward the deductive approach being the most successful
of the two. This study can be used to help support the deductive section of the argument paper.
The research completed advocates for the deductive approach and will show why educators are
unsure of which approach to take. It is difficult to determine whether there is a distinct side that
would be a better method of teaching over the other.
Silvia, Arnis. “Deductive and Inductive Grammar Teaching.” Applied Linguistics, 24, 2004, pp.
126-145.
Arnis Silvia received a PhD in Language and Linguistics at the University of South Australia.
Silvia not only teaches an English course at UIN Syarif Hidayatullah Jakarta but also researches
language and culture as well as edits a journal. Silvia begins her article by explaining what
teaching grammar typically consists of. She follows this explanation with a brief history of the
different methods used to teach grammar and explains the earliest approaches and methods to
teaching grammar. A table also provides a visual of the disadvantages and advantages of the
methods. The following sections cover implicit and explicit grammar knowledge before defining
the two main approaches of grammar teaching: inductive and deductive. This source can be used
56
Dockter 5
to inform the introduction of the argument paper. The earliest methods could be briefly touched
on before I explain why the deductive and inductive approach are now considered the main two
methods of teaching grammar. The explanation of the explicit and implicit knowledge can be
used within the argument paper to better understand why one approach is better over the other.
Soiferman, L. Karen. “Teaching Grammar Judiciously in Secondary Schools and First-Year
University: Lessons from the Field.” Online Submission, 1 Jan 2019, EBSCOhost,
search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED591146&site=ehost-live.
Karen Soiferman currently teaches first-year university students different writing instructions
and how to build a solid foundation for their writing. She first received her PhD in Language and
Literacy before taking on the responsibility of teaching students in the way of rhetoric, writing,
and communication. In her paper, Soiferman takes a look at her own teaching methods and
analyzes what approaches work best to teach grammar. Soiferman argues that teaching the rules
of grammar will not help students write better. Instead, they need practice in order to understand
when certain rules are appropriate. Her view favors the inductive approach more so than a
deductive approach. This paper will give a real-life example of teacher taking an inductive
approach to teaching grammar and the subsequent results. I can use Soiferman’s first-hand
experience to inform my own view about the different approaches. This paper will inform the
sections that focus on what an inductive approach looks like.
Widodo, Handoyo Puji and Politeknik Negeri Jember. “Approaches and Procedures for Teaching
Grammar.” Waikato, 2006, https://d1wqtxts1xzle7.cloudfront.net.
For many years, Handoyo Puji Widod has taught English in China, Indonesia, and the United
States. Along with teaching, he has published numerous journals and edited volumes on the
topic. Widod focuses specifically on how to teach English grammar as a foreign language or as a
57
Dockter 6
second language. Politeknik Negeri Jember also works as part of the English program that helps
teach English in various countries. His work covers the different approaches and procedures one
can use when teaching grammar. Widod explains the two core approaches, deductive and
inductive, and examines the advantages and disadvantages of both. He follows the definitions of
the approaches with the best procedure for teaching grammar in a way that the student will retain
the knowledge. This work, while being dated almost fifteen years old offers an in-depth
explanation of the two approaches that will be focused on in the argument paper. Both can be
used to define the two different approaches as well as offer some advantages and disadvantages.
This source can be used to lay the foundation of the paper before I begin incorporating my own
opinion.
58
Dockter 1
Hannah Dockter
Jodi Shorma
ENGL 310
23 April 2021
Literature Review
Many educators have varying opinions about how grammar should be approached within
schools. Multiple articles and websites are examined that focus on the two major approaches to
teaching grammar: inductive method and deductive method. Different resources are available
that define the inductive and deductive approaches, provide research studies in which the
different methods were analyzed to determine if one was better, and real-world examples of
educators using these approaches.
Definitions
In these sources, the authors define the two approaches: inductive and deductive. They
give in-depth clarity to how each method approaches teaching grammar. Arnis Silvia received a
PhD in Language and Linguistics at the University of South Australia. Silvia not only teaches an
English course at UIN Syarif Hidayatullah Jakarta but also researches language and culture as
well as edits a journal. Silvia begins her article, “Deductive and Inductive Grammar Teaching,”
by explaining what teaching grammar typically consists of. She follows this explanation with a
brief history of the different methods used to teach grammar and explains the earliest approaches
and methods to teaching grammar. Handoyo Puji Widod has taught English in China, Indonesia,
and the United States. Along with teaching, he has published numerous journals and edited
volumes on the topic. Politeknik Negeri Jember works as part of the English program that helps
teach English in various countries. In “Approaches and Procedures for Teaching Grammar,”
59
Dockter 2
Widod discusses the two core approaches, deductive and inductive, and examines the advantages
and disadvantages of both. He follows the definitions of the approaches with the best procedure
for teaching grammar being the way that the student will retain the knowledge the most. Rhalmi
Mohammad taught English for 13 years in the Province of El Jadida as well as started a blog
about teaching and different resources available to educators. His website, specifically the page
“Inductive and Deductive Approaches to Grammar Teaching,” provides a look at the difference
between inductive and deductive grammar teaching. Mohammad also defines explicit and
implicit knowledge of grammar and how, depending on which side the teacher believes is most
important, can inform what kind of approach one takes to teaching grammar.
Research Studies
These articles contain information on studies conducted to determine which approach is
the most effective for teaching grammar. Mohammad Akram Alzu’bi first received his PhD
before becoming a faculty member at Ajloun University College. He has currently written over
25 articles about his research done for the University as well as on other projects. His article,
“Effectiveness of Inductive and Deductive Methods in Teaching Grammar,” includes a study that
tests the effectiveness of the inductive and deductive approaches to teaching grammar. Alzu’bi
concludes that the inductive approach had a positive impact on the achievement of the groups
that learned using this method. Kubra Sik has published several articles about grammar and the
different teaching methods that can be used. The study conducted, in “Tradition or Modernism in
Grammar Teaching: Deductive vs. Inductive Approaches,” focuses on groups of adult learners
that were instructed using the two different approaches. The results of the study are provided
along with a concluding paragraph that leans toward the deductive approach being the most
successful of the two. Serliah Nur is a graduate student, within the English and Literature
60
Dockter 3
Department, at the Alauddin State Islamic University. She has authored and co-authored
numerous articles on wide range of topics. Her study, explained in “Students’ Perception toward
the Use of Deductive and Inductive Approaches in Teaching English Grammar,” investigates
how students felt either about the deductive or inductive approach when being taught grammar.
Real-World Examples
The following two sources provide real-world examples of how to use one of the
approaches. Karen Soiferman first received her PhD in Language and Literacy before taking on
the responsibility of teaching students in the way of rhetoric, writing, and communication. In her
paper, “Teaching Grammar Judiciously in Secondary Schools and First-Year University: Lessons
from the Field,” Soiferman examines her own teaching methods and analyzes what approach
works best to teach grammar. Soiferman argues that teaching the rules of grammar will not help
students write better. Analyzing English Grammar was written collaboratively by three faculty
members from California State University, Fullerton (CSUF). Thomas Klammer initially
received an M.A. and a PhD in English literature and linguistics from the University of Michigan
before being hired as an assistant professor of English at CSUF. Muriel R. Schultz was hired as a
professor of English and comparative literature while Angela Della Volpe became a professor of
linguistics. The content in Analyzing English Grammar focuses on teaching students who are
considering a career in English education. The purpose of the textbook is to prepare students to
understand the basic grammar rules so they can in turn teach others. A grammar idea or concept
is first introduced at the beginning of the chapter followed by exercises the student can work
through to check their understanding.
As shown, no clear-cut answer or solution is apparent to the question what is the best
method to teach grammar. However, through the different resources that either define the
61
Dockter 4
inductive and deductive approaches, provide research studies in which the different methods
were analyzed to determine if one was better, or give real-world examples of educators using
these approaches, I can perhaps come to a compromise within my argument paper.
62
Dockter 5
Works Cited
approaches/.
126-145.
63
Dockter 1
Hannah Dockter
Jodi Shorma
ENGL 310
7 May 2021
Argument Paper
Education has shifted, changed, and developed over the years to create the standards that
are being taught in the schools today. The common core or curriculum always include remain
English, history, math, and science. Within each of these categories, certain topics must be
included in a teacher’s lesson plans over the course of the year. For example, in the English
classroom, students will learn different grammar rules. Teaching grammar, as defined by Ellis,
“involves any instructional technique that draws learners’ attention to some specific grammatical
form in such a way that it helps them either to understand it metalinguistically and / or process it
in comprehension and / or production so that they can internalize it” (qtd. in Silvia). Essentially,
a teacher will introduce grammar in a way that students can easily grasp the different rules.
Many different approaches and methods for teaching grammar were implemented before
developing into the inductive and deductive approach that are commonly used today. These
approaches are built on the different kinds of knowledge: explicit and implicit knowledge.
Explicit knowledge refers to the “conscious knowledge of grammatical rules learned through
formal classroom instruction” (Widodo). Implicit knowledge consists of the “unconscious,
internalized knowledge of language that is easily accessed during spontaneous language tasks,
written or spoken (Widodo). The implicit knowledge students have about grammar is innate and
learned of as a child. However, one may not know why or explain why they place a comma in
64
Dockter 2
one place because they haven’t learned the rule yet. Explicit knowledge is intentional and
requires thought to recall and apply.
Both explicit and implicit knowledge inform what methods that teachers use to teach. The
deductive and inductive approaches, based on the different types of knowledge, are chosen to
help students learn and retain grammar. Different studies and research have been done to
determine which approach is the most effective. Before the 1970s, teachers used to incorporate
grammar as “the essential part of language instruction as it was believed that without knowing
the grammatical rules of the language, one will not be able to communicate well” (Silvia).
Slowly, this belief began to change, and grammar became less important. Students need a solid
foundation of grammar because “without [a] good command of grammar, the language use will
be constrained” (Silvia). Silva argues common standards for teachers teaching grammar will
assure that all students have the same foundation of grammar for when they continue into higher
education or the work force. However, the debate should not focus on whether to use the
deductive approach over the inductive approach or vice versus, but rather, which teaching
methods should be implemented so all students learn grammar.
The inductive approach builds on students’ implicit knowledge and expands the
foundation that is innate. The inductive reasoning used in this approach “draws conclusions from
individual experiences and observations” and therefore asks students “to actively try to discover
grammar rules by themselves” (Mohammad). This approach also consists of “group work
activities and giving generalizations and examples” in which students must discover or determine
the rule that these example problems all have in common (Alzu’bi). Karen Soiferman, who
obtained her PhD in Language and Literacy and currently teaches at the university level, believes
that if “teachers truly want their students to become better at writing grammatically correct
65
Dockter 3
papers they will provide practice in writing, lots of practice” because it “is only through the
practice of writing can students improve their writing.” In her own classroom, Soiferman notes
the grammar mistakes her students consistently makes and then has her students read through
their work to catch the mistakes. Her approach consists of the inductive method where she shows
them their examples and has them induce the rule of grammar. To Soiferman, this method allows
for better retention than simply giving the rule and hoping the students notice it in their own
writing. Soiferman is not the only one who prefers an inductive approach over deductive. A
study was conducted, among both university and elementary level students, to determine if one
approach was more effective than the other. Two groups from each age level were taught using
either the inductive or deductive approach. They were given both a pre-test and post-test to
ascertain if there was growth. The subsequent results revealed that “the teaching of English
grammar through inductive approach plays a positive role in improving the academic
achievement of the students studying English grammar in both levels (university and
elementary)” (Alzu’bi). Because this approach builds on what students innately know, it is an
effective method used by educators to teach grammar.
The deductive approach begins by teaching the rule of grammar before giving examples
and practice. While an inductive approach follows the format where specific examples are first
given followed by practice then the general rule, the deductive approach introduces the general
rule then specific examples then practice (Alzu’bi). This approach “is also known as rule-driven
teaching” because “rules, patterns, [and] principles are presented first, then [move] to the
examples” (Silvia). An example of the deductive approach would be Thomas Klammer, Muriel
Schulz, and Angela Della Volpe’s textbook, Analyzing English Grammar, for future English
educators. This resource provides “broad and deep conceptual knowledge of the subject matter,
66
Dockter 4
preparing them [future educators] to teach grammatical structures to learners coming from a
variety of linguistic and sociocultural backgrounds” (Klammer ix). The authors took a deductive
approach when creating the textbook. The beginning of each chapter introduces a new term,
concept, or idea followed by examples and ends with review exercises. Students can complete
these exercises, which focus on the major concepts from each chapter, to check their
comprehension of the material. One study was conducted to gauge the effectiveness of the two
main approaches. Both university students and lecturers were asked to participate. Different
groups were assigned a different method to learn by and later given a questionnaire and pre- and-
post- tests. The concluding results determined that “the deductive teaching group seems to be
more successful and more proficient in using the structures that were taught in the grammar
sessions” (Sik). The study also revealed some participants felt “satisfied with the inductive way
of teaching, [but] most of them conveyed the idea that they are better with the deductive
grammar teaching / learning” (Sik). The deductive approach builds a framework by providing the
rule in which students can build off when they practice.
As with every argument, both sides consist of advantages and disadvantages. Countless
studies have been conducted trying to determine whether one approach is more successful in
teaching and to students’ retention. These various studies come to different conclusions
promoting one side or the other. The inductive method is favored by some teachers because it
promotes autonomy and self-reliance, there is a “greater degree of cognitive depth,” and
“learners are more active in the learning process,” (Widodo). Students are not guided in this
process but instead induce the rules themselves. Along with advantages are some disadvantages
such as “concepts given . . . [which] may lead . . . to the wrong concepts of the rule taught,” can
be frustrating to students who would prefer to first be taught the rule,” and takes time and energy
67
Dockter 5
(Widodo). Similarly, the deductive approach has merits and flaws. This method introduces a
“number of rule aspects [which] can be more simply and clearly explained,” “respects the
intelligence and maturity of many . . . learners,” and is straightforward enough to save time
(Widodo). Teachers only have their students for a set period of time and must be aware of these
constraints. However, some challenges to this approach include being difficult to understand
without examples, participants have a less active role, and “encourages the belief that learning a
language is simply a case of knowing the rule” (Widodo). Grammar has many exceptions to the
rules which might frustrate learners of the deductive approach because it doesn’t fit into any one
category. Both the deductive and inductive approach has advantages and disadvantages when
using them in the classroom to teach grammar
Because it is difficult to determine a more effective approach, the solution resides in
researchers finding the best time to use each approach and to what purpose? Siliva explains that
even though grammar has been all but forgotten in the classroom, it is still important for students
to know and understand. Another study conducted on students using questionnaires revealed
“both learning approaches can be used to improve students’ motivation as far as the learning
environment is convenient for the student to learn” (Nur). Essentially, both approaches work to
teach students grammar. Teachers can determine the best method to use by studying their
students and asking how do they learn best? The method taken should be informed by the
students and how they will retain grammar. Therefore, the compromise should be that either
approach can be employed as long as it is being used to teach grammar to a set of certain
standards across the nation. Basic grammar skills are important to both verbal and written
communication. Every high school student should be taught grammar to the same degree to
68
Dockter 6
prepare them for their life after high school whether that is higher education or straight into the
workforce.
69
Dockter 7
Works Cited
approaches/.
126-145.
70

Digital Portfolio

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Digital Portfolio

Uploaded by

Copyright:

Available Formats

Writing

Three Revision Goals:

Goal of Revision Paper

Prev TABLE OF CONTENTS Next

Paper before Revising

Mind Over Matter

Prev TABLE OF CONTENTS Next

I get back up and try again.

Prev TABLE OF CONTENTS Next

assignment in a new light that could give me a new perspective.

Prev TABLE OF CONTENTS Next

choosing not to succumb to my anxiety, I might be able to overcome it.

Goals for Revision

Rework Thesis: Changing 1 or 2 of my reasons for anxiety within my thesis.

Prev TABLE OF CONTENTS Next

Mind Over Matter

fear of failure nurtures its presence in my life.

Prev TABLE OF CONTENTS Next

don’t need to finish every assignment in one sitting.

Prev TABLE OF CONTENTS Next

Prev TABLE OF CONTENTS Next

Prev TABLE OF CONTENTS Next

The original paper consisted of a 1500-word expository essay. I selected

Goal of Original Paper

Prev TABLE OF CONTENTS Next

The Consequences of Respect

quite knows how to be ‘respectful.’

Prev TABLE OF CONTENTS Next

Prev TABLE OF CONTENTS Next

self-control shown to a difficult and ill-mannered boss could result in a promotion or an

amongst professionals or end in a dismissal.

My personal definition of respect didn’t develop because I never faced challenging

Prev TABLE OF CONTENTS Next

many aspects of my life especially in my future career as an educator.

Prev TABLE OF CONTENTS Next

Prev TABLE OF CONTENTS Next

“Respect.” Merriam-Webster.com Dictionary, Merriam-Webster, 1 Feb 2021,

Seale, Quincy. “Respect Quotes.” KeepInspiring.Me, 30 Sept 2020. https://www.keepinspiring.

Prev TABLE OF CONTENTS Next

Goal of Original Paper Media Adaptation

Prev TABLE OF CONTENTS Next

Dictionary Definition of Respect

Prev TABLE OF CONTENTS Next

What does Respect Look Like?

Personal Definition of Respect

Prev TABLE OF CONTENTS Next

Prev TABLE OF CONTENTS Next

The investigation report assignment, about my discourse community and

Goal of Investigation Report

Prev TABLE OF CONTENTS Next

How to Communicate in the English Education Community

Department of English, Valley City State University

ENGL 310: Writing in the Major

March 12, 2021

Prev TABLE OF CONTENTS Next

How to Communicate in the English Education Community

A discourse community describes the different communication methods of members

decided to pursue a career in education, specifically, English education. A discourse community

to enter the education field.

Prev TABLE OF CONTENTS Next

others in the community.

Prev TABLE OF CONTENTS Next