Mulroy: The Response

Mulroy makes a very convincing argument in his proctection for traditional grammar. I'm starting to contend that it's not what is taught but how it's taught. Mulroy has not yet really layed an argument for this, except by saying that we should use Reed/Kellog diagrams as an aid. To me that's not "how." That is a "what" should be taught. And, I reckon that, in all honesty, teaching theory is not Mulroy's department, but it should be. Critical thinking involves how we approach a problem and how we solve the problem. Now, I am starting more, more to appreciate Mulroy's claim that traditional grammar is necessary to be a succesful reader and writer. Yes, that I will say with flirtation, but Mulroy never gives any plan. He only states what we should teach. I never thought that I would appreciate Mulroy and even respect his knowledge, but the man has won me over enough that I will say yes to his engagement: that traditional grammar makes you a holistic rhetorician.
I hope this relationship works.

Mulroy's Makin' Me a Believer, Man!

In" The Myth of the Bad Old Days," David Mulroy explains that a sub-group in the NCTE--ATEG--are increasing in number to teach grammar. The problem is the negative view of traditional grammar (88). Mulroy goes into the inherent strenghts of Reed-Kellog diagrams, explaining that they alone can accurately break down compllex sentences in Greek and Latin, not to mention useful aphorisms, of which tree diagrams are cumbersome and unpractical for the challenge. He also explains that Reed-Kellog diagrams are more efficient than the former because they are efficient. Another argument that Mulroy makes is that tree sentences are "...suitable to sentences written in normal order," but there are flaws when the subject can change (95). He also made the bold claim that students are having a hard time with comprehension vs. vocabulary, which he believes can be corrected if diagraming is used to explicate sentences, of which he himself does with expedient results.

Questions

1. According to Mulroy, who were the only individuals that could receive a higher education and what was their goal?

2. Why, do you think, is grammar so important when it comes to documentating history, culture and ideas? Does Mulroy believe this is important?