Project Mentor
Dr. Frederick Biggs
Department: English
Research Project Overview:
A Grammar for Writers, which Professor Clare Costley King’oo and I are revising for a last time before publication, applies the developments of linguists over the last century to a seemingly humble task, a guide to replace a classic in the field of writing studies first published in 1918, The Elements of Style by William Strunk Jr. and E. B. White. Unlike traditional prescriptive grammarians, we adopt a descriptive approach, recognizing that the rules which control the structure of a language—in this case what we call Common English—rest on speech. Among the insights derived from this method, for example, is a reassessment of subordination, the ways a finite clause—a sentence with a subject and a verb—may be embedded within another. Consider how the idea expressed by an understanding of grammar helps writers revise appears in these sentences:
Many no longer believe that an understanding of grammar helps writers revise.
An understanding of grammar, which helps writers revise, should be taught in schools.
Because an understanding of grammar helps writers revise, this subject must be taught in schools.
While speakers might use any of these sentences, writers may compare them to determine which is most effective within their larger argument.
Role of a SHARE Summer Apprentice:
An undergraduate or preferably two interested in writing and teaching would have much to contribute to the final revisions of this manuscript, not because languages constantly change, although they do, but rather because a fresh set of eyes on any complex argument will see paths for improvement. Indeed, this premise lies at the heart of our book. We have tested it over the past four years in “The English Language,” a course offered by our Department (ENGL 3601) and used by students to fulfil one of the requirements to teach English in Connecticut’s public schools. While the textbook we’ve used, A Student’s Introduction to English Grammar by Rodney Huddleston, Geoffrey K. Pullum, and Brett Reynolds, contains much useful information, our focus on writing rather than speech has led to substantial changes in their work. The apprentice or apprentices will see how new research emerges in a field and they will be encouraged to contribute to it. Outstanding students in some of our classes have already done so.
Summer Schedule/Time Commitment:
The total time commitment, 90 hours, will be fulfilled according to a schedule agreeable to all.
Preferred Qualifications:
Ideally the successful applicant or applicants will have already completed ENGL 3601.
To Apply:
The application deadline has passed.
Please note:
All students hired for a SHARE Summer apprenticeship must complete a federal I-9 form and present original documents in person to OUR staff as part of the hiring process. Visit this U.S. Citizenship and Immigration Services page for more information about acceptable documents. You cannot begin working until this is complete. Students are encouraged to plan ahead for this. For example, if you are going home for spring break, consider bringing documents back to campus with you.