In this "prosumer" era in which people seem always to be producing and consuming texts, words matter as much as--or more than--they ever have. Learning how grammar works in the texts they read and write is essential to students' literacy. It is time to reframe English teachers' view to include both writing "and" reading as contexts for grammar learning, and in doing so, to create opportunities such as courses and units in which contextualized grammar study can take center stage. Responding to claims that grammar instruction has become too limited, the author describes field notebooks, mentor texts, show-and-tell essays, and other strategies for engaging students in systematic language analysis. (Contains 4 figures.)