NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ847265
Record Type: Journal
Publication Date: 2005-Dec
Pages: 20
Abstractor: As Provided
Reference Count: 62
ISSN: ISSN-1175-8708
Ways of Knowing: Writing with Grammar in Mind
Myhill, Debra
English Teaching: Practice and Critique, v4 n3 p77-96 Dec 2005
In the international context of concerns about standards in writing, this article addresses the role of grammar in the teaching of writing. It considers both current and historical perspectives on the teaching of grammar and offers a critique of research which attempts to determine the impact of grammar teaching on writing, but which does not investigate how the grammar teaching was pedagogically linked to teaching writing. The article argues that there has never been a critical theorisation of how grammar might support the development of writing, and thus there has been very limited research which has explored this relationship. Drawing on the findings of a current research enquiry, the article offers a possible theorisation for a pedagogically robust role for grammar in the teaching of writing. (Contains 2 footnotes and 2 figures.)
Wilf Malcolm Institute for Educational Research, University of Waikato. PB 3105, Hamilton, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom; United Kingdom (England)