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When I entered Edward R. Murrow High School after 22 years of teaching English and journalism at another Brooklyn high school, I entered a different world. No bells rang to begin and end periods. No hallway passes required; to go to the bathroom during class, students simply left the classroom without asking permission. In the hallways no adult ever asked, "Where do you belong?"
Where was I? In college?
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Okay, let's be honest. I'll go on record and say it. Some students are naturally more gifted at writing
essays than others. Oftentimes these are the students to whom writing
simply springs forth. It doesn't matter if it's narrative, persuasive,
expository or descriptive, these students' paragraphs simply flow
and their choice of words seems innate. These students naturally gravitate
to the honors level classes, expanding their essays in ways that make
teachers' eyes tear up with joy.
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Fitch O'Connell is a longtime teacher of English as a foreign language, working for the British Council in Portugual and other European countries. Here Fitch examines some of the most treacherous pitfalls of the English-language classroom: "false friends," or words that appear to share a common meaning across languages but are actually different.
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We recently learned of a fascinating new project in the United Kingdom entitled "Teaching English Grammar in Schools," and we were pleased to see that Dan Clayton, a researcher working on the project, had spoken highly of the educational resources of the Visual Thesaurus. We got in touch with Dan to find out how the project, part of the Survey of English Usage, is promoting new approaches to the teaching of grammar based on real usage examples pulled from a corpus of texts.
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