Proofreading Pedagogy How Can We Emphasize or Deemphasize

Proofreading Pedagogy: How Can We Emphasize, or Deemphasize, Spelling and Grammar in a Digital World? Jessica Puder, Bowling Green State University

Reflect and Record What conversations do you have with your students about spelling and grammar? Does your assessment of student writing include a grade based on spelling and grammar? What does “spelling and grammar” signal or mean to you?

spark of inspiration ● Graduate student instructor of first year composition “Spelling and grammar” as a phrase-- rubric category ○ Highly emphasized ● Hidden away as a lower order concern Where is the happy medium? ● If I do not see the value in traditional “spelling and grammar” lessons, and the culture appears to devalue grading for spelling and grammar mistakes, how would conversations around spelling and grammar function in my classroom? How could I teach “spelling and grammar” in an interactive, contemporary way?

Proposed Pedagogy ● Our students assess rhetorical situations constantly (through the digital: texts, dating profiles, Twitter) ○ Spelling and grammar through rhetorical situations = rhetorical grammar ● Moving away from “audience” strategy ○ Why did someone write what they did, the way that they did? ■ What are the rhetorical choices being made here? ○ What are the consequences of doing so? ■ What are the rhetorical consequences of the rhetorical choices? ● Learning outcome: Students build awareness of others’ rhetorical choices, leading to awareness of one’s own rhetorical choices and their consequences which fosters metacognition.

Recognition of different rhetorical choices Pose, or crowd-source, one sentiment presented in multiple ways. Ask: What does it mean for this information to be presented, stylistically, the way that it is?

Recognition of rhetorical consequences What are the rhetorical consequences of this rhetorical choice? Text message: “Hey, sorry I didn't get back to you. My dog was hit by a car” Response A: wowzers, that sux. u still down to hang this weekend tho Response B: Wow, that sucks! Do we still have plans this weekend?

What happens when I can’t think of any relatable examples of spelling and grammar rhetorical choices? Use your students to source examples! After they understand the concept of rhetorical grammar and rhetorical choices, ask them for examples they have encountered. Okay. sup? ok Hello. okay Heyy K. Hi! k hey.

More than just “spelling and grammar: ” Further opportunities for discussion ● ● ● Assumed knowledge of Standard American English Caring about “spelling and grammar” is necessary for an inclusive classroom or writing center Rhetorical choices are made because of cultural capital Rhetorical awareness allows for transfer Peer review and proofreading ○ What does it mean to proofread in a specific rhetorical situation?

Reflect How do the ways that you emphasize, or deemphasize, spelling and grammar in your classroom communicate larger ideas about language and writing to your students?