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Breaking the Rules: Liberating Writers Through Innovative Grammar Instruction

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This book is exciting, invigorating, and refreshing. If those responsible for training the next generation of English teachers would use this book in their methods classes, schools would see an increase in teachers ready to provide 'reality' based language and composition learning experiences. If every school administrator were required to read the book, he/she would place in every classroom teachers ready for "Liberating Writers." Present English teachers who read the book will find either affirmation of their current practices of different ways to look at old practices, or both.
Ed Schuster is no johnny-come-lately to either English education or innovative thought considering the teaching of English grammar and composition. Over the past forty years he has been a sought-after presenter at both state and national English conventions; his articles began appearing in "The English Journal" in 1962. He contended then and contends now that traditional school grammar stifles English learning, inhibits the development of solid communications skills, and repudiates its stated goals. His introduction begins: "Most people think students break rules aplenty. Why encourage them?" His reply reflects his own classroom practice: "to help them become independent thinkers and more effective communicators."
In chapter one, "Language Acquisition and Traditional English Grammar, Schuster clearly and forcefully enunciates his hypothesis: "Traditional school grammar, traditionally taught, is a staggering, Pentagonesque waste of time and money." He does not just fling out empty claims. He reviews the literature on language teaching and learning from 1604 to the time of John Warriner up to the present Warriner clones. His bibliography shows the pedigree of his thesis: Sapir, Jesperson, Donald Murray, Fries, Shaughnessy, Hairston, Sledd, Blau, and Elbow, a veritable who's who of language theory over the past seventy years.
The rest of the chapters are equally thorough. Chapter two examines "Definitions That Do Not Define." Chapter three reviews "Rules That Do Not Rule (and a Few That Do)." Chapter four, "Writing: Liberating the Student Writers," proposes methods for utilizing periodicals, novels, and newspapers as models to help students, by studying 'real' writers, maximize their own writing and language/grammar skills. No, Schuster does NOT ignore grammar; rather, he thinks traditional school grammar non-useful. Chapter five, "Punctuation Today," suggests new ways of using traditional punctuation to make more effective writers.
In these five chapters, Schuster moves from what was and is (Traditional School Grammar) to what is and could be (the Reflective Teacher) in the teaching and learning and utilizing of "effective communication."

No one could be happier than I to have come across Dr. Edgar Schuster's marvelous book. I'm a professor of creative writing and composition at a small university out West, as well as having been an ESL instructor for many years. In my eleven years experience as a teacher at the university level, no book has ever so eloquently and straightforwardly addressed the challenges of effective grammar usage. I've already begun recommending it to my colleagues in the English department. Schuster's book will certainly garner the high praise it deserves, for it is written by an expert (Schuster is a former Master Teacher at Harvard) who, with laymen's terms, places three questions at the fore: 1)What are the myths of grammar usage? 2)What rules are unbreakable? 3)How do we teach students to use their innate grammatical sense? One chapter, which I am currently teaching to my freshman comp students, has already made clear for them (and for me) the five basic instances in which a comma is appropriate. I cannot say how much this book has helped my teaching and my own understanding of the "myth rules" and the "unbreakable rules." I'm indebted to Schuster for making me, in the short time it took to read his book, a better teacher.

If you are looking for an untraditional and creative means of helping students become better writers then this book is for you. breaking the rules by Edgar Schuster is a idealistic book about grammar that goes beyond traditional instruction. This book is meant for anyone who is interested in a better instruction of grammar, which includes college students and reflective teachers.
In the book Schuster suggest that teachers look at the works of students, writers, and other professionals and then after reviewing the works, the teachers need to decide which language rules are practical and which ones on be broken, for example the case of Finlay McQuade during the late 1970's. McQuade took a good look at his Editorial Skills class and found out that teaching grammar in a traditionally way is a failure (p. xviii.) There is too many rules in traditional grammar that has no space in the realities of spoken or written language today.
The book is full of real life anecdotes that makes it easy to read. For example, Schuster used himself in an example about a student who was told that the definition of a pronoun was a word that replaces a noun. So the student used words such as writer for author and book for novel. There are detailed instructions on how grammar rules are used, and if possible, how the rule can be broken to enhance the writing. The book includes many topics from the definition of a noun to tips on revising and editing. There are also many activities in the book that make it easier for the reader to understand the concept.
This is a wonderful book to keep on hand for a reference for anyone who is going into the field of teaching or anyone else who is interested in improving his or her writing.

Break the rules of English! It sounds like an appealing idea. Edgar Schuster presents this very thought in his book, Breaking the Rules. He gives insight on how teachers and writers can free themselves from the constricting boundaries of traditional English grammar. Schuster encourages freedom by presenting an extraordinary amount of research to support his ideas. His research shows how the traditional rules have been broken over the years and how modern authors continue to break them today.

However, after reading a chapter of this book, his research becomes too much to bear; in fact, it makes Breaking the Rules one of the most frustrating grammar books I have ever read. Schuster spends such an exhaustive amount of time supporting why and how rules can be broken that I forget what the rule is in the first place. I have to consult another grammar book to understand what is going on. Traditional grammar actually seems less complex than Schuster's resentation of what is wrong with it.

On the other hand, Breaking the Rules seems to offer a lot to English teachers. The book is loaded with many classroom exercises and alternative ways to teach concepts. I even learn a lot from a section in chapter three, titled Twenty-seven Commonly Confused Words: A Glossary with a Difference. In this section, Schuster provides alternative ways of understanding the differences between advise/advice, than/then, and others. I am impressed with how he uses the acronym VANE to explain the differences in how a writer uses affect and effect. He says to look at how the word functions in a sentence: "If you need a verb, write affect. If you need a noun, write effect (77)."

I am reading this book as a part of my Grammar and Composition class. I find it disappointing because I want to learn the "rules." Although I am learning pieces of the rules of writing that will stick with me and make me a better writer, I do not think it is worth the amount of time I put into reading it. Even though I feel BTR makes little contribution to the skill of the general writer, it still may serve a purpose for teachers. There are a lot of ideas that teachers can use to teach their students. The book may also help teachers understand that "breaking the rules" is not the end of the world.

Breaking the Rules: Liberating writers through innovative grammar instruction, by Edgar H. Schuster, could not be a more awesome grammar book. He truly follows his title by breaking the time-old traditional grammar rules. This is by far the most innovative grammar instruction I have ever seen. This book can be used by anyone from the novice writer to the future English teacher. Schuster is all about breaking the rules of traditional grammar and making them easier for the average person to understand. One of the major concepts that he stresses throughout the entire book is not to sacrifice the writing for content (meaning, a grammatically perfect essay does not make an interesting essay).
Why fret about breaking rules in a class? Rules that professional authors break in their published novels all the time? Schuster says that you should not. On page xv of the Introduction, Schuster writes that "[n]ot to allow students to break rules is to deny them full access to the linguistic resources of English; resources that people need to express themselves and achieve their own voices." He could not be more correct in my eyes. How interesting is it to read a paper that follows every grammar rule to a T, but is so dull one cannot get through a single paragraph without either feeling completely overwhelmed, or desperately fighting off sleep yawns? Not very interesting I can tell you that, which is one of the reasons why this book is so easy to both read and understand.
Schuster writes as if he is speaking with the reader, with a very conversational tone. I have found that this tone makes reading this book seem as if I am actually speaking with him, rather than having the information beat into me. However, sometimes due to his rather informal
tone, he tends to get a bit carried away. Like, for instance, he put so much time and research into finding examples to support his claims that sometimes he includes so many of them for one subject that one can get a tad tired of reading them all. All of the lessons and activities that Schuster uses to support the grammar subjects he covers are very fun and inventive, he flips the world of grammar instruction upside down. One of his Verb lessons just totally caught my eye. The goal of this lesson on page 29 is "To demonstrate that one learns the part of speech of a word automatically, at the same time one learns its meaning." How often has anyone seen this as a goal for a grammar lesson? Usually teachers assume that students are not capable of learning more than one thing at a time, but Schuster understands that students are not stupid.
While many college professors may look at Breaking the Rules and cringe, or even cry, I look at it and say "Thank my lucky stars, I could not have done it with out you!" I really cannot say that I have ever enjoyed reading a text book more in my life. If you are a novice writer, or just a little confused with grammar, I definitely recommend reading this book.

Has the fear of making a mistake ever hindered you from writing what you wanted to? Most people would rather "play it safe" than make a mistake in writing. WHY? Schuster's Breaking the Rules can and will answer some of your most probing questions about grammar. Schuster contends "many of the rules aren't rules in the first place" (xv). Professional writers who are published in our most honorable literary magazines break rules and writers whose books are best sellers break rules. But students are taught these very rules everyone else ignores.
Schuster loathes traditional school grammar (TSG) because it is full of definitions that do not define. The TSG definition for conjunctions is "words that join words or groups of words." This can lead to utter confusion for student; don't all words join other words?
The text of Breaking the Rules is very chatty; it seems as though Schuster is talking to you. I have never come across a grammar book so informational but yet funny and engaging to read. He uses his own and others' life experiences and connects them effectively to his topic.
However, Schuster does tend to be too personal at times. In Chapter 2 there are about five pages devoted to pronouns (because of a "special fondness" for them) and only three-quarters to a full page discussing other parts of speech like adverbs, prepositions and conjunctions. He clearly has cut some parts of speech short of attention.
Handfuls of teacher-friendly activities are laid out. Most of his activities can be modified to fit the intended level you plan to teach and are practical for the classroom, not to mention very creative. You won't find one sentence to diagram in Breaking the Rules. While teachers can benefit greatly from this book, students and anyone else who fears grammar can take a lot from it. An added confidence in writing can be acquired by reading this book.
Schuster goes to great lengths to prove his points. He has taught third grade through college level. He has seen both ends of the spectrum and knows traditional school grammar is not working. After years of extensive research, Ed Schuster has gained enough knowledge to hold his ground in the world of grammar instruction.

Schuster's book is geared toward those who teach or are going to teach English. Schuster writes about was to break away from the traditional teaching of grammar. He says, "Traditional school grammar, taught traditionally, doesnot help students understand grammar"(21).
In his introduction Schuster describes the rules that can't be broken. One of them is the rule of the difference between its and it's. He then describes the rules he feels can be broken. These rules he calls mythrules. "Mythrules are rules, that no one-- other than perhaps a handful of pop-grammarians and harden purists who look for their authority in the sky rather than here on earth"(xxiii). For example, beginning a sentence with and or but is not allowed. Although, many of our favorite writers start their sentences by using and or but. In other words, Schuster's saying that rules taught in school aren't always followed.
Schuster feels that a "reflective teacher" should look at how he or she teaches. By doing so it will help the teacher see how the rules they have been teaching really work. The teacher should also look at how professionals write, as well as, other students. The teacher should get feedback from their students. Also, teachers should do research on the subject to see if there is another way to improve their teaching. Schuster says, "A reflective teacher will encourage students to examine rules and to break them" because "not to allow students to break rules is to deny them full access to the linguistic resources of English, resources that people need to express themselves and achieve their own voices"(xv).
In my opinion some teachers may take offense to Schuster's definition of a "reflective teacher." Those teachers who teach grammar traditionally do not fit Schuster's description of a "reflective teacher."
Throughout the book, Schuster gives examples from students and professional writers that show how grammar has been broken. He includes lessons and activities that teachers can use in their classrooms to help them break away from their traditional teachings.
Although, I thought this book was dry and wordy at times. I found the book helpful. It gave me some useful ideas. It is good to explore your options, and this book gives a good argument on wny you should break away from teaching grammar traditionally. I would recommend this book to any teacher or future teacher who would like to widen their horizons on how they could teach grammar.

Have you ever broken a rule? Is grammar too traditional? Do you think there are too many rules in grammar? In Schuster's book he says, "Errors count, but not as much as most English teachers think." Do you believe that phrase? If you answered "yes" to the previous questions, Breaking the Rules is a grammar resource you will find interesting and informative. The book makes the reader realize alternative ways to the approach of teaching of grammar.

The first two chapters: "Definitions That Do Not Define" and Rules That Do Not Rule" brought back memories of past grammar instruction. I recall a paper I wrote, which I considered creative and personal coming back with red marks and comments on verb usage, comma placement, first-person pronouns, and on and on. What about what I had to say? Not hardly a word or comment. What effect do you think that had on my writing progress? I will let you answer that question.

In discussing "Definitions That Do Not define" and "Rules That Do Not Rule" Schuster moves away from the traditional teaching of grammar in schools to a view that students already possess instinctive grammar rules and that language itself is instinctive. He states his opinion on page 3 with the comment: "We acquire our native language without being taught, we don't need teachers or books or any kind of scholastic drill." This book definitely makes the reader think of past experiences and how frustrating they were. As a student, I often wondered why I had to know these definitions and rules
to become a better writer. Schuster's idea of the "myth rules" (or a set of grammar rules which he believes are not relevant anymore) made me think of papers returned to me marked in red. For example, how does using "less" and "fewer" correctly make me a better writer? Does starting a sentence with "and" or "fewer" make my writing confusing? I never asked these questions of the teacher, but I probably should have. Schuster goes on to say if we forbid students to use passives and make them use topic
sentences, then we limit them. One of the last things a teacher would want to do is hinder or limit his/her student's writing progress, and as Schuster states, "Writing is a skill that
improves with glacial slowness." To students who have had difficulty with the rule and definitions of grammar, this book would certainly show them there is hope for their writing. While teachers limit the student with "rules and "definitions" Schuster states on page 149: "Learning to write is learning to use all one's mind in the making." By leaving some leeway in the application of grammar (rules and definitions) teachers create more positive writers.

Schuster, however, is not without fault. His arguments against rules and definitions are refreshing, but his solutions are sometimes disappointing. They are complicated, such as
his definitions of prescriptive rules (rules that tell us what we should do) and descriptive rules (what native speakers of a language customarily do). If Schuster doesn't believe in
the rules, why would he make the definitions of "rules" more complicated? In another part of the text Schuster describes passive writing. This part of the book covers 11 pages.
I had to read parts of this over a few times, and I still don't think I understand it. In yet another part of Breaking the Rules Schuster says that paragraphs and punctuation don't matter. This may be true, but using them correctly certainly makes for easier reading.

In this book Schuster conveys two points: One, that he is a very intelligent man and two, that he gets the reader (teacher) to think about grammar and how it is taught. How would he be able to dispute the rules of grammar if he didn't? This book, combined with a more traditional book on grammar, such as Grammar For Language Arts Teachers by Calderonello, Martin & Blair, would give the student and reader a wide perspective on
the subject. As mentioned before, his goal is to make the reader more aware and open-minded about grammar, and he has definitely accomplished that.

"Chatty." "An easy read." "Humorous." These comments seemed to surface again and again in class discussion about this book. The book is an easy read, and the author's personality is evident throughout. While reading the chapters, I never had to set the book aside, as I have had to do with other grammar books. The author's wit, along with his ability to avoid the use of technical jargon, allowed me to flip through the pages with interest and ease.

The intended audience is language arts teachers. However, due to the simplicity of explanations and the numerous examples and activities, this book could be useful for nearly any writer, from middle school to grad school.

Two premises introduced in the first chapter are the "countertradition" and "mythrules." The countertradition basically challenges the notion that "children learn parts of speech by means of definitions" (18). Although it isn't discussed in every chapter, the author does address it often. For example, in chapter two Schuster shares the traditional definition of a noun (a person, place, thing, or idea), and then acknowledges that this traditional definition is inadequate. Mythrules, which the second premise is based on, are "rules that rule no one-other than perhaps a handful of pop-grammarians and hardened purists who look for their authority somewhere in the sky rather than here on earth." (xii) Schuster addresses and negates these so-called rules, such as "Avoid I and me at all costs" in several chapters. The premises seem to provide a solid focus throughout the book.

Although I think this book is an excellent resource overall, Schuster's biases toward certain grammar topics are evident. In one chapter, he shares a traumatic experience he had involving pronouns in tenth grade. He then goes on to discuss pronouns in depth for nearly five pages. Later in the chapter, less than two pages are dedicated to the appositive.

While a more balanced focus on each of the topics would be helpful, I wouldn't exchange this book for another grammar text. Overall, I found it very engaging and helpful, and I would recommend it for any language arts teacher or intermediate to advanced writer.

Warning! Breaking the Rules is not for people who like boring, stuffy traditional grammar books! It's almost fun to read. Edgar H. Schuster writes in a chatty manner and uses humor to prove his points.
This book is written for teachers, and it's obvious from his examples that Schuster has taught before. I found topics like grading students' papers and commonly confused words to be especially relevant to what a teacher may need to know. Schuster states information plainly and doesn't go into too much detail explaining it. Schuster pushes teachers not to make grammar lessons stuffy, but to change because grammar changes.
There aren't many examples in Breaking the Rules, so if you want lists of examples this book is not for you. Schuster includes lesson plans that are diverse, encouraging students to explore different parts of grammar. This book is for teachers and includes activities and information that may not be useful to others. My favorite activity is about personal pronouns. This activity is on pages 23-26 and it is designed to show students that they already know a great deal about personal pronouns. This specific activity will make grammar seem less intimidating. The activities are adaptable and can be used for high school or younger aged children.
I liked this book because it's different. Breaking the Rules should be on every teacher's bookshelf. It teaches teachers to think out of the box and to learn more about teaching the English language. A quote by Frank McCourt sums up why teachers should read this book: "If you're teaching and you're not learning then you're not teaching." This book will teach, if you are willing and accepting.