People often argue that prescriptive grammar rules hold back the creative process. A big contender in this argument is that prescriptive grammar is too strict, and that because most people communicate using descriptive grammar, students should be allowed to write academically the way they would speak. Descriptive grammar refers to the “set of grammatical rules based on what we say, not on what we should say according to some language authority” while prescriptive grammar refers to the “set of grammatical rules prescribed by a language authority” (Denham and Lobeck 10). Given these definitions, prescriptive grammar seems too s...
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...y deaf students are born deaf or develop this disability early-on in childhood, their language acquisition is at risk “Language acquisition during the critical period for language learning leads to adult like competence on the majority of syntactic structures in that language in a very short time, generally by around age 6 years” (Connor and Kirby 293). Because of this language acquisition problem, deaf students will struggle with prescriptive grammar when they reach writing stages, especially when it comes to more rigorous materials.
Additionally, a quote from Denham and Lobeck previously brought up factors into this research quite well: prescriptive grammar does not “conform to rules of natural language and can be learned only consciously” (10). Because of its conscious requirement, this causes learning disabled and physically disabled students to be disadvantaged.
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