Describes four encounters--with a doctoral student, a primary grade teacher, a child, and a sociolinguist--to illustrate how teaching and learning, two separate ventures, are sometimes confused with one another. (HTH)

Reports classroom observations and dialogues with children that show children's understandings and use of punctuation; reports data showing that children in a class in which punctuation was taught in the context of writing learned more about punctuation than children in a class in which it was taught in isolation. (ET)