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ERIC Number: EJ1116069
Record Type: Journal
Publication Date: 2016-Jun
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0040-0610
Grammar. Nazis. Does the Grammatical "Release the Conceptual"?
Carroll, James Edward
Teaching History, n163 p8-16 Jun 2016
Jim Carroll noticed basic literacy errors in his Year 13s' writing, but on closer examination decided that these were not best addressed purely as literacy issues. Through an intervention based on clauses, Carroll managed to enable his students to write better, but he did this by teasing out principles of historical discourse that underpin grammar. In this article, Carroll describes and evaluates his teaching. He concludes that literacy tasks which are not overtly linked to history's disciplinary concepts can only have limited value in improving students' command of the conventions of historical discourse. Moreover, the division of "grammar" and "meaning", in terms of historical argument, may be a false dualism.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A