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When taking Masters courses at Plymouth State University, I had two professors with varying perspectives related to the role of grammar conventions. My first professor, Elliot, considered the words used to describe "parts of speech", such as "gerund" or "transitive verb", as required knowledge for a teacher of writing.
My second professor, Meg, valued the understanding of English language conventions, but did not require us to use the name of each "part of speech" when we were providing feedback to our students. I have since adopted Meg's approach to teaching language. It is required that I, as the instructor, know the grammar conventions and "parts of speech", as I must be able to offer students appropriate answers if they ask specific questions concerning the English language, but my current approach to language doesn't require my students to know what each of these are called. In my past experience, I've been able to work more efficiently with students when avoiding these clunky names, and instead using familiar language to describe the convention itself.
Additionally, by describing the convention rather than providing the name for the "part of speech" it is easier for me to provide more in depth, individualized feedback to my students.
