ERIC Number: ED455532
Record Type: Non-Journal
Publication Date: 2001-Jul
Reference Count: N/A
How Teachers Can Use Grammar To Help Young Writers.
Grammar, historically, has been taught in a manner that leaves young learners wondering why they need to learn it. The problem has been partly that teachers have not been provided the insights needed to move the teaching of language conventions and grammar from the position of "textbook exercise" to that of "tools of the trade" as used by professional editors and writers. This paper aims to give teachers practical insights into grammar so that those who already know what a pronoun is, will then say "Now I know, as a writer, why I needed to know that." The paper notes that, in pedagogy, the editorial function is often given a limited definition, while in a professional environment, editing is invariably conducted at four different levels and often by different people--the commissioning editor, the structural editor, the copyreader, and the proofreader. But, it adds, the principles involved with respect to the writing process are the same. After offering some suggestions to teachers about editing in the classroom, observing grammar in context, the value of shared reading, playing with language, and problem solving, the paper states that it is easier to teach children how to use a dictionary, a thesaurus, and a writer's guide than it is to teach them how to spell every word and remember every writing convention in the language. (NKA)
Descriptors: Childrens Writing, Editing, Elementary Education, Grammar, Student Needs, Teacher Role, Writing Processes, Writing Skills, Writing Strategies
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Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A