Grammar+Instruction

The following information on grammar instruction can be found in Constance Weaver's Teaching Grammar in Context. I chose to go back to this text from SCED401L since it is jam-packed with resources, research and information on the subject of grammar instruction, its general lack of efficacy, and how grammar should be taught in schools.

It's interesting that even as far back as 1936, the Curriculum Commission of NCTE stated that "all teaching of grammar separate from the manipulation of sentences be discontinued... since every scientific attempt to prove that knowledge of grammar is useful has failed..." (Weaver, 1996, pg. 9). Weaver goes on to cite subsequent studies from the 1950 and 1960 Editions of the Encyclopedia of Educational Research:

"1. 'The disciplinary value which may be attributed to formal grammar is negligible' (1950). That is, research does not support the contention that the study of grammar brings about mental discipline (1960).

"2. 'No more relation exists between knowledge of grammar and the application of the knowledge in a functional language situation than exists between any two totally different and unrelated school subjects' (1950). In fact, one investigator found a higher correlation between achievement in grammar and mathematics than between achievement in grammar and composition or oral language abilities (1960).

"3. 'In spite of the fact that the contribution of the knowledge of English grammar to achievemt in foreign language has been its chief justification in the past, the experimental evidence does not support this conclusion' (1950). It appears that "knowledge of grammar does not materially affect a student's ability to learn a foreign language' (1960)."

Weaver goes on to cite how the reasons for propagandizing descriptive and prescriptive grammar are antiquated and lack foundation within research. Studies further indicate that formal grammar instruction does not help with the articulation and formulation of sentences, since the correlation between grammar instruction and the writing process of sentence formation has been hyped or "exaggerated" (Weaver, 1996, pg. 9).

The 1950's and 60's witnessed the advent of structural and transformational grammar, propagated by the incentives of structural linguistics, that sought to deal with grammar more "scientifically" than was traditionally taught; however, studies also show that such instructional methods are not much better than traditional grammar, even though English grammar was taught with the viewpoint of structural linguistics with an emphasis on the language away from strictures imposed by Latin from prior centuries (Weaver, 1996, pg. 11). The author concludes through the initial chapters on the history and teaching of grammar that formal grammar instruction does not benefit writing in any way, and is in fact harmful to students.

She goes on to emphasize that when grammar is taught, it should be from a narrowed focus, since trying to discipline too many factors and correct too many mistakes at once does not procure learning; in fact, it frustrates both teachers and students. Teaching grammar would be best through a limited application, with a decrease of "grammatical terminology", so as to concentrate on a few errors at a time for the development of "effective sentences" (Weaver, 1996, pg. 104-105).

Jim Burke (2008) offers valuable, concise, clear and succinct information about grammar in The English Teacher's Companion. I have found this list to be helpful as a means of orientation in comparison to the massive overhaul of textual information and research in Weaver's book. Teachers should:
 * Use grammar to generate ideas, prepare to write, clarify your thinking
 * Develop students' grammatical intelligence (through revision, manipulation, direct modeling/instruction, etc.), especially in the following areas:
 * Parallelism
 * Coordination
 * Correlation
 * Subordination
 * Apposition
 * Modification
 * Prediction/logic
 * Tense
 * Agreement
 * Use strong, precise, active verbs
 * Use concrete, specific nouns
 * Use different sentence patterns
 * Organize paragraphs for clarity, emphasis, and coherence
 * Integrate study of grammar throughout the curriculum (through minilessons, conversations, activities)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Know the parts of speech
 * <span style="font-family: Arial,Helvetica,sans-serif;">Teach students how the following free modifiers work in a sentence:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Absolute phrases
 * <span style="font-family: Arial,Helvetica,sans-serif;">Adjective clauses
 * <span style="font-family: Arial,Helvetica,sans-serif;">Verbal phrases
 * <span style="font-family: Arial,Helvetica,sans-serif;">Appositives
 * <span style="font-family: Arial,Helvetica,sans-serif;">Establish and reinforce what is correct
 * <span style="font-family: Arial,Helvetica,sans-serif;">Punctuate for clarity and emphasis
 * <span style="font-family: Arial,Helvetica,sans-serif;">Use Standard American English
 * <span style="font-family: Arial,Helvetica,sans-serif;">Omit unnecessary words
 * <span style="font-family: Arial,Helvetica,sans-serif;">Know and use different transitional and organizational structures and devices

<span style="font-family: Arial,Helvetica,sans-serif;">I found this list, as well as both mentioned works, to be of great assistance. See the following resources for more information about grammar instruction, particularly through constructivist paradigms:

<span style="font-family: Arial,Helvetica,sans-serif;">Resources

<span style="font-family: Arial,Helvetica,sans-serif;">Burke, Jim. (2008). //The english teacher's companion: A complete guide to the classroom, curriculum, and the profession.// Portsmouth, NH: Heinemann.

<span style="font-family: Arial,Helvetica,sans-serif;">Weaver, Constance. (1996). //Teaching grammar in context.// Portsmouth, NH: Heineman

<span style="font-family: Arial,Helvetica,sans-serif;">6/21/12

<span style="font-family: Arial,Helvetica,sans-serif;">The following articles constitute part of my literature review research in the teaching of grammar, particularly in its effectiveness (or non-effectiveness) with the writing process. I have found this information particularly beneficial for my own understanding of teaching grammar in context, since more often than naught the teaching of grammar is taught without any applicability to real-world situations, writing contexts and experiences. If we isolate grammar instruction without connecting it to literature, student/teacher writing and real life applications, then grammar will go in one ear and out the other. See the following research articles, particularly by Constance Weaver, in that it offers very practical methods for using grammar within the writer's workshop approach. I hope you enjoy them as I have!

<span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">

<span style="font-family: 'Arial','sans-serif';">7/2/12 <span style="font-family: 'Arial','sans-serif';">I have been perusing much research in grammar and writing for my literature review, and much of this material overlaps into the study of grammar instruction within the past sixty years. Some particular studies that deserve attention within the paradigm shifts within grammar pedagogy, at least within the university level (if not, sadly, within most high schools that continue to this day to prescribe traditional grammar instruction) include a study by Braddock, Lloyd-Jones and Schoer, which is a full length book basically explaining how traditional grammar instruction has no positive influence on writing and composition within high school students (which can be extrapolated onto middle schools as well). I have included as a PDF this full length book that, while I do not intend for it to be studied completely by everyone, can be referred to with the spirit of inquiry for those looking for more information on the subject, and because it is such a landmark text in grammar instruction research (one which Constance Weaver makes sure to mention in her book Teaching Grammar in Context).

I would also highly recommend some texts lent unto me from Dr. Duggan about innovative means for teaching grammar, which include //Breaking the Rules: Liberating Writers through Innovative Grammar Instruction// by Edgar H. Schuster, and //Image Grammar: Using Grammatical Structures to Teach Writing// by Harry R. Noden. These texts detail effective means of teaching grammar for writing and in writing in practical, thorough and profound ways. It is refreshing to read these texts that break away from a century of stagnation, stodginess and impotent grammar teaching. Using real-world examples, explained with clarity and applicability to student writing, these texts offer inspiring alternatives to what we have typically learned in middle and high school language arts.

<span style="font-family: 'Calibri','sans-serif';">References

<span style="font-family: 'Calibri','sans-serif';">Braddock, R., Lloyd-Jones, R., and Schoer, L. (1963). //Research on written composition//. Urbana, IL.: National Council of Teachers of English

<span style="font-family: 'Calibri','sans-serif';">Noden, Harry R. (1999). //Image grammar: Using grammatical structures to teach writing//. Portsmouth, NH: Heinemann.

<span style="font-family: 'Calibri','sans-serif';">Schuster, Edgar H. (2003). //Breaking the rules: Liberating writers through innovative grammar// //<span style="font-family: 'Calibri','sans-serif';"> instruction //<span style="font-family: 'Calibri','sans-serif';">. Portsmouth, NH: Heinemann

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