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ERIC Number: ED387813
Record Type: Non-Journal
Publication Date: 1995-Oct
Pages: 5
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0897-263X
Grammar Making a Comeback in Composition Teaching.
McCleary, Bill
Composition Chronicle: Newsletter for Writing Teachers, v8 n6 p1-4 Oct 95
This journal article focuses on the return of grammar in composition teaching. After about 2 decades of virtual banishment from the higher reaches of English teaching theory, grammar has returned as a subject of serious discussion. This is the result in part of a new assertiveness by a group of people who never lost interest in grammar as part of the English curriculum and by better teaching methods. Another influence may be a growing interest in several aspects of composition that seem to require students to have at least a modicum of knowledge about grammar. One of these is stylistic grammar, which promises users a clearer, more graceful style and elimination of bureaucratese, sociologese, and other ridiculed styles. The most popular book of this kind of approach is Joseph Williams'"Style: Ten Lessons in Clarity and Grace." As teachers move away from the error-detection method of grammar, they will find new approaches available. First, there are several revisions of the old rules. In "Revising the Rules: Traditional Grammar and Modern Linguistics," Brock Haussamen takes a variety of traditional rules and shows that they do not really reflect how English actually works. Second, there is now the development of pedagogical grammar, a grammar designed to be both simple and accurate. Third, there are the new teaching methods to replace the "drill and kill" approach, such as those in Muriel Harris and Katherine E. Rowan's article, "Explaining Grammatical Concepts," which show, based on research in cognitive psychology, how to construct an elaborate, effective lesson around grammar. A list of pedagogical grammars is included. (TB)
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A