Teaching Grammar With Diction
Wolf and Woof
Yes it all gets rather complicated and rule-laden and what’s next, but it’s all important. And it’s all good. And it’s all part and parcel. Or should be. Diction, people! How you say it is at least as important as how you spell it and how you use it in a sentence. Right?
Seriously, listen to your local or not so local newscaster sometime. I’m constantly astonished (and horrified) by the badly mangled pronunciations that erupt during a typical newscast. It was just the other night when a particular reporter was doing a report on wolves that had me throwing things at the television. Why? Because the woman kept calling wolves woofs! Seriously! Woof! Now this could conceivably be a sound made by one of the wolves, but I doubt it. Like Jewelry and joolery this is a common and entirely unacceptable pronunciation gaff.
How you pronounce something can be as important as what you say.
Okay, climbing off my soap box. Diction: the clarity with which somebody pronounces words when speaking, should (must) go hand in hand with the teaching of grammar. And you guessed it, diction was one of the sooo important aspects of teaching grammar that we had in mind when creating Grammar Punk. Diction without pain. Because a part of the teaching (and learning) process with Grammar Punk is about reading aloud the sentence just created. This not only gives teachers and students the chance to read the sentence aloud (thus showing off their creativity) it also allows a chance to polish that diction.
Just remember, there are no Woofs in the Wild!