While I was studying for the ACT the other day, I was circling the answers to correct the commas, sentences, and synonyms of the several passages I read in a practice English section. As I looked at my notes and worked through the questions, I realized that I was never explicitly taught grammar in Parker’s Upper School, until about a week ago. 

Parker does some grammar units in the Middle School curriculum that cover several aspects of the language, along with filling in the blank worksheets and rhymes from the “Schoolhouse Rock!” videos. However, when papers and essays become present in high school, you need a refresher that dives deep into the mechanics of grammar.

Some English classes at Parker teach grammar and embed it into their curriculum, creating a unit to be able to know what a compound sentence is or how the predicate plays a role in a sentence. Some teachers have grammar as a consistent part of the entire year or semester. For example, about a week ago, while I was writing this piece, Upper School English teacher Mike Mahany had a one-day grammar unit to make sure everyone in the class understood certain aspects of grammar, as well as a writing activity to make sure these concepts have stuck with us. Some English teachers use workbooks to teach grammar, or incorporate it once a week in their schedule.

Other teachers, however, believe that by consistently writing and being immersed in literature, grammar is simply absorbed and naturally taught. 

Another argument against teaching grammar is that content is more valuable than a mechanic in a piece of writing. Why waste time learning about how to write a sentence, when you can analyze a novel in a colloquial conversation? Why would teaching grammar even align with the Parker Mission for creating citizens of the world, when content can provide in-depth conversations that connect to the world around us?

These questions made me think about what explicitly learning grammar has helped me achieve in these last few weeks. I have noticed that I am more careful with the structuring of my sentences, providing a clearer pathway to communicate with the reader or audience. My style of writing has actually changed, as I am more aware of the different choices I have with punctuation and how that can significantly change a piece of writing. 

You can also be more subversive when you understand grammar. You communicate not only through words but through structure as well. You are quite literally reading in between the lines. There are other elements that I have noticed impact my writing, and not only make me a better writer, but a clearer communicator, which is essential to become a better citizen: our school’s mission.

Our world has become very digitally motivated. We are using quick and brief words in texts, captions, and emails to convey an important piece of information. Some are more formal than others. Knowing grammar, however, can help us become more concise and precise digital citizens whose inboxes are constantly flooded with updates, announcements, and spam emails. 

I am not saying that we should have lesson after lesson about the intricate ins and outs of the English language. Rather, we should have time to simply acknowledge it and learn about it. If we have classes about minor elements of grammar that we cannot apply in most of our writing, then why learn it? If we have general grammar units, they should include lessons on punctuation, sentence structure, and any other general rules that apply to every piece of writing we produce. The units should help us enhance our writing skills, and ensure we are better communicators on written paper ands in the digital world. 

“Francis W. Parker School educates students to think and act with empathy, courage and clarity as responsible citizens and leaders in a diverse democratic society and global community,” reads the Parker Mission. 

What more is there to educate students on to help them become “responsible citizens and leaders” than communication?