Confessions of An English Teacher: How English Departments in High School and Community Colleges Can Improve Instruction
Confessions of An English Teacher: How English Departments in High School and Community Colleges Can Improve Instruction
Confessions of An English Teacher: A Memoir of My Teaching Years
Confessions of an English Teacher: How High School and Community College English Departments Can Improve Instruction is designed to help English departments improve the instruction they deliver to students. It is a follow-up to my memoirs about my experiences as an English teacher. In the memoir book, I discovered several vital things English departments can do to radically alter their approach to teaching English. Teaching English has fallen into patterns that research has indicated need to be revised. English teachers, especially at the community college level, have continued to teach grammar as a vehicle for improved writing.
English teachers will teach grammar in isolation of writing, thinking that writing will improve with grammar knowledge. It doesn’t. Teaching grammar in the context of writing is a better way to ensure that students understand the role of grammar in writing. Also, what is generally understood as “grammar” usage mistakes happen because English teachers ignore their teaching in the context of writing. English departments can assist new English teachers by presenting them with course outlines, lesson plans, and tests to allow them to get a good start teaching their classes. These and many other recommendations are the heart and soul of this book.
Diane Fletcher –
Confessions of an English Teacher: How English Departments in High School and Community Colleges Can Improve Instruction is a candid and insightful look at what’s not working in English classrooms and how to fix it. Richard Sinay draws on years of teaching experience and educational research to challenge traditional approaches, particularly the long-standing practice of teaching grammar in isolation. He makes a strong case that grammar only becomes meaningful when taught through writing, not as a standalone subject.
What sets this book apart is its practicality. Sinay doesn’t just critique; he offers realistic solutions English departments can implement, such as shared course outlines, lesson plans, and assessments to better support new and experienced teachers alike. His suggestions feel grounded in real classrooms, not abstract theory. The tone is honest and constructive, aimed at improving outcomes rather than assigning blame. This book is especially valuable for high school and community college instructors, department chairs, and anyone invested in helping students become stronger, more confident writers.