[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-155138-en":3,"doc-seo-155138-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":11,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},155138,18829141979164,"Cart","https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8",2,"Literature","SNOW WHITE AND LANGUAGE AWARENESS - Deborah Aldrich Larson","A summer grammar workshop for highly motivated students focused less on correcting basic errors and more on developing deeper language awareness. Although grammar rules were already known, students could not consistently apply them in their own writing, revealing carelessness and difficulty noticing problems in context. To address this, the program taught appropriateness of language by comparing dialects, practicing shifts in different social settings, and using a staged reading of Snow White to guide revision, tone, style, and word choice. Results included improved essay performance and increased communicative confidence.","# SNOW WHITE ANDLANGUAGE  AWARENESS  \n\nDEBORAH ALDRICH LARSON  \nDuring the 1983 summer semester,I was asked to conduct a gram-mar workshop as part of a closely-supervised special program forabout thirty-five highly-motivated black students.All had graudatedfrom high school that same spring,often only days before collegeclasses began and had been recommended for the program by theirhigh school advisors.The eighteen students required to take thegrammar workshop had tested into the basic writing course,whichI was also teaching.Placing a minimal emphasis on grammar (ask-ing that students be able to correct only the most basic errors),thebasic writing course instead stresses thesis,paragraph development,essay structure,and logical thought.However,since many Sum-mer Challenge students understood these concepts or caught onto them quickly and often had placed into the developmental courseonly because of grammatical problems,a workshop emphasizinggrammar both in writing and speech seemed warranted.Perhapsreviewing the grammatical rules in the workshop while also dealingwith larger essay elements in the writing class would lead to an overallimprovement in the students'writing.In fact,their writing did im-prove that summer:84%passed the essay exam qualifying themfor the freshmen composition course.However,I am convincedthat the grammar workshop played only a limited role in thatimprovement.  \nGiven recent studies on the connection between writing profi-ciency and grammar,it is hardly surprising that the grammarworkshop failed to improve significantly the students'writing.In fact,I soon discovered that most of the students(certainly the fifteen whopassed)knew the rules.As a kind of pre-test,I presented the studentswith a long series of grammar exercises—subject-verb agreement,pronoun reference,fragments—which they worked through orally.When the exercises were there in front of them,the students could  \nnot only correct the errors quite easily but also explain why the cor-rections were necessary.However,when identical problems ap-peared in their papers or even,as happened later,when they wrotesentences on the blackboard,they were unable to see,much lesscorrect,the problem.That is,the same student who knew why \"Thedog run”appearing as a mimeographed exercise needed correc-tion would turn in an essay with several similar sentences.Or,students who knew the “it's”rule stillwould write“Its a boy”onthe board.Clearly,the problem was not a lack of understandingbut rather carelessness or inability to see the problem in their ownwriting.By the end of the summer,many students could find andcorrect some of these errors in their own essays.But their successrate was no greater than that of students taking only the basic writingcourse during the regular semester.  \nHowever,the workshop participants did learn during those eightweeks—and they learned what may in the long run prove morebeneficial than knowing where to place an apostrophe.They learnedabout language.  \nAccording to the three advisors who administered the summerprogram,my workshop goal was not to teach students to use stan-dard dialect only in their writing but also in their speech—not aneasy task,for what was I to do when in response to a question abouta missing student’s whereabouts a chorus of voices assured me “Hebe coming”?If I stopped and immediately countered,\"No.He iscoming,”I lost their trust.They would become ill at ease,and,inmy worst imaginings,eventually stop speaking to me except inmonosyllables.I knew enough theory to realize how harmful andinsulting it would be to try to convince these students that theirlanguage—idiom—was “incorrect”whereas mine was \"correct.\"Besides,who was I,only recently able to conquer such regionalismsas \"warsh”and \"muskacholi\"for“wash”and“mostaccioli\"andstill unable to substitute “congratulations”for “congradulations”一who was I to insist,\"He is coming instead of“He be”?I supposeI could get over “congradulations”if I tried—but I'm not sure I wantto.It sh","cbCaisAvD4sn9qds","https://ap.wps.com/l/cbCaisAvD4sn9qds","pdf",1690945,1,10,"English","en",105,"# Background and workshop goals\n## Writing improvement and grammar limitations\n# Discovering what students could not transfer\n## Knowledge vs. application in writing\n# Building language awareness through dialect practice\n## Discussing speech differences with real audiences\n## Using Snow White as a structured activity\n# Outcomes for tone, style, and revision","[{\"question\":\"Why did the grammar workshop not significantly improve students' writing at first?\",\"answer\":\"Most students already knew the grammar rules, but they failed to notice or correct similar problems in their own essays and even in sentences they wrote later. The issue was not understanding, but applying attention and correctness in context.\"},{\"question\":\"What learning approach replaced a focus on grammar correctness alone?\",\"answer\":\"The workshop shifted toward teaching the appropriateness of language. Students discussed how language changes across audiences and practiced switching between dialects through guided activities.\"},{\"question\":\"How did the Snow White activity support language awareness?\",\"answer\":\"Students read and discussed the fairy tale, chose versions, were assigned roles, and then improvised and revised scripts. This process helped them decide when community or black dialect was appropriate and when standard dialect should be used.\"}]","SNOW WHITE AND LANGUAGE AWARENESS - Deborah Aldrich Larson | PDF",1787905693,15,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":28},"snow-white-and-language-awareness-deborah-aldrich-larson","",{"@graph":36,"@context":85},[37,53,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,47,50],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":11},"https://docshare.wps.com/document/","Document",{"item":48,"name":12,"@type":43,"position":49},"https://docshare.wps.com/document/literature/",3,{"item":51,"name":13,"@type":43,"position":52},"https://docshare.wps.com/document/snow-white-and-language-awareness-deborah-aldrich-larson/155138/",4,{"url":51,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":23,"description":14,"dateModified":61,"datePublished":62,"encodingFormat":60,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-09-05","2026-08-28",true,{"@type":65,"interactionType":66,"userInteractionCount":11},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"Why did the grammar workshop not significantly improve students' writing at first?","Question",{"text":75,"@type":76},"Most students already knew the grammar rules, but they failed to notice or correct similar problems in their own essays and even in sentences they wrote later. The issue was not understanding, but applying attention and correctness in context.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"What learning approach replaced a focus on grammar correctness alone?",{"text":80,"@type":76},"The workshop shifted toward teaching the appropriateness of language. Students discussed how language changes across audiences and practiced switching between dialects through guided activities.",{"name":82,"@type":73,"acceptedAnswer":83},"How did the Snow White activity support language awareness?",{"text":84,"@type":76},"Students read and discussed the fairy tale, chose versions, were assigned roles, and then improvised and revised scripts. 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