Argues that the ongoing debate about grammatical instruction in schools is a product of a reductivist, reactionary ideology that mistakes mechanics for grammar and proceeds from a deficit model, constantly punishing students for their lack of "grammatical" precision and general ignorance in matters of construction. Suggests that grammar is best…

Presents the comments of six English teachers concerning grammar instruction. Finds that teachers seldom think of grammar as a description of the structure of the language but rather as mechanics and usage, subject-verb agreement, and spelling. Suggests that researchers do not always clearly distinguish between the formal study of descriptive…

Spoofs grammar instruction using characters from William Faulkner's novel "As I Lay Dying." (RS)

Provides a whimsical look at issues of language and grammar usage. (RS)

Explains why people say "for she and I"--and argues that such usage is correct. (RS)

Describes teaching "Useful Grammar" to inner-city middle school children in Jackson, Mississippi. Discusses key elements of Useful Grammar: identifying and focusing on grammatical structures; relying on knowledge already possessed; inventing more memorable nomenclature; devising lesson plans and hands-on activities; and having students practice…

Describes using news stories (including the O.J. Simpson trial) to teach grammar and usage in context. (RS)

Explores why students might be resistant to learning standard usage. Presents a history of "nonsense" grammar rules. Discusses two reasons for correcting students' grammar. Suggests that classrooms should support the language each student brings to school; provide them with input from an additional code; and give them opportunities to use the new…

Describes how a high school business English teacher convinces her students that the rules of grammar are important. Discusses how and what grammar issues to teach and how to apply the rules of grammar. (RS)

Outlines methods for presenting grammar and punctuation in a one-semester community college classroom. Discusses misconceptions often held by students and misconceptions occasionally held by instructors. (RS)

Notes that, contrary to what is widely thought to be true, research studies exist which lend clear-cut support to the teaching of grammar as a means of improving writing. Describes one such study. Suggests that the place of instruction in grammar in the curriculum must be reconsidered. (RS)

Describes "Grammar in a Nutshell"--a visual-auditory-kinesthetic approach to traditional textbook grammar, usage, and mechanics concepts. Notes that the idea behind Nutshell is that as the students slowly mature in other writing skills they can also grow in their understanding of how to use, how to handle their language, not only correctly but…

Presents some thoughts on using "dichos" (or sayings of students) to develop literacy skills. Suggests that drawing on the knowledge bases of learners in classrooms not only entices them to participate in the curriculum but also makes the necessary connections between home and school. (RS)

Presents three brief essays that discuss approaching traditional literature (Thornton Wilder's "Our Town," Mark Twain "Adventures of Huckleberry Finn," and Geoffrey Chaucer's "Canterbury Tales") in imaginative ways in high school English and vocational/technical classrooms. (RS)

Discusses the case of Cecilia Lacks, a seasoned high school English teacher from St. Louis, Missouri, who was fired for failing "to censor her students' creative expression." Discusses the author's experiences as a demonstration teacher in which lively and imaginative classroom discussions were greeted with disdain by the school principal for…