Well, sort of.
I stumbled upon this grammar mastery test on my daily Internet visiting. Since I pride myself on such things as my mastery of the trickier rules of Standard American English, I took it. I scored 48/50. Not shabby, though far from perfect.
As I was taking it, I actually noticed several problems. A few of the answers were identical, allowing me to rule them out, if I didn't quite know for sure. That must have just been whoever set up the test.
Something else was bothering me about this test, however. And then I realized--the sentences were designed to trip up the test-taker, not as representatives of good written English. Some of the sentences were far too complex and convoluted--if one of my students were to write like that test, I would scold them.
That's when it dawned on me about grammar education--we often teach students in a way that they should not write or would not use language. No wonder students often have a hard time grasping certain grammatical concepts. Grammar studies often operate in a vacuum, and students have no way to bridge from the abstract world of proper grammar to actual ways of speaking and writing. They can't make the connection, especially when we teach them using sentences that are unconnected to their daily modes of discourse.
Part of what I'm going to address in my thesis is the disconnect between freshmen composition and students' future writing. Students take freshmen composition, believing that they'll never again use those concepts, never making the connection between the skills taught in composition and the skills they need to be effective writers in the workplace. I hope I can find a way to bridge this gap, and help students be better writers and communicators.