Place of Grammar in Writing Instruction Past, Present, Future

ISBN-10: 0867093528

ISBN-13: 9780867093520

Edition: N/A

Authors: Susan Hunter, Ray Wallace

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In this book, the crucial questions about the place of grammar in the writing classroom are asked and answered. Teachers and researchers explore the role of grammar in the teaching of writing and describe ways that grammar instruction has been, is, and should be used in our writing programs. The contributors share their insights from a variety of perspectives: as college composition teachers, as writing center directors, as rhetoricians, as students, and as writers themselves. They are not grammarians in the conventional sense. Rather, they are voices from various writing settings who show college writing teachers how to reconnect writing and grammar. Divided into three sections, the book allows for a progressive observation of the places of grammar in writing instruction. In the section on past attitudes toward grammar instruction, the contributors discuss the history of teaching grammar as it relates to teaching writing. In the section on present concerns, contributors re-evaluate the belief that little grammar instruction is needed to teach writing. In the final section, contributors evaluate what we have learned with a view to what we need to learn or teach the next generation of writing teachers about the role of grammar.
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Book details

List price: $41.25
Publisher: Heinemann
Publication date: 1/9/1995
Binding: Paperback
Pages: 265
Size: 6.25" wide x 9.25" long x 0.75" tall
Weight: 0.990
Language: English

Ray Wallace is the director of the Louisiana Scholars' College, the state's designated liberal arts honors college at Northwestern State University. He coedited Intersections: Theory and Practice in the Writing Center for NCTE. With Susan Hunter, he is a founding editor of Dialogue: A Journal for Writing Specialists.

Introduction: Re-examining the Place of Grammar in Writing Instruction
Attitudes Toward Grammar Instruction When Grammar Was a Language Art
Question of Power :Why Frederick Douglass Stole Grammar
Reasserting Grammar's Position in the Trivium in American College Composition
"Grammatical Monstrosities" and "Contemptible Miscreants" :Sacrificial Violence in the Late Nineteenth-Century Usage Handbook
The 1945 NCTE Commission on the English Curriculum and Teaching the Grammar/Writing Connection
Present Concerns About Grammar and Writing
The Rainbow and the Stream: Grammar as System Versus Language in Use
The Use of Grammar Texts: A Call for Pedagogical Inquiry
Grammar for Writers: How Much Is Enough?
Grammar in the Writing Center: Opportunities for Discovery and Change
Stay Rhetorical Contexts of Grammar: Some Views from Writing-Emphasis Course Instructors
Grammar and Voice in the Teaching of Creative Writing :A Conversation, Brown
Teaching Grammar for Writers in a Process Workshop Classroom
Bishop Future Places of Grammar in Writing Instruction
Reconceptualizing Grammar as an Aspect of Rhetorical Invention
Teaching Grammar Affectively: Learning to Like Grammar
Taking Computer-Assisted Grammar Instruction to New Frontiers
Correctness or Clarity? Finding Answers in the Classroom and the Professional World
Afterword: Repositioning Grammar in Writing Classes of the Future
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