NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ776664
Record Type: Journal
Publication Date: 2007-Sep
Pages: 11
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0098-6291
Mapping the Frontier: A Survey of Twenty Years of Grammar Articles in TETYC
Blaauw-Hara, Mark
Teaching English in the Two-Year College, v35 n1 p30-40 Sep 2007
In this essay, the author "maps" a town that has grown in what was formerly frontier: he looked at twenty-four essays focusing on grammar instruction from "Teaching English in the Two-Year College (TETYC)," published between 1987 and 2006, with a goal of identifying key areas of focus--town squares. While he found several trends and foci, most seemed to branch off two town squares in much the way that buildings and businesses around actual thriving town squares serve interconnected and complementary purposes. The first town square, the nature of correctness, is structured around a shift in how authors write about correctness and error: earlier authors seldom explicitly include a discussion of how error is rhetorically constructed and almost never include the now-common caveat that academic English (or standard written English, or the language of wider communication) has grammatical conventions that may not work in other rhetorical contexts. The other square, grammar's relationship to power, does not show a change over time in the same way as the first; instead, it appears to be a consistent point of focus, representing ideas of perennial interest among scholars and teachers of writing--a historical site, perhaps, not only venerated for its role in the early years of the town, but still very much in use today as a place to gather and converse. (Contains 1 note.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Information Analyses; Journal Articles
Education Level: Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A