Contends that Latinism was rejected by nineteenth-century American traditional grammarians. (DD)

Text reordering, text rewording, text recording, and text researching offer students who must use prescriptive grammar books the opportunity to observe, analyze, manipulate, and enjoy language. (Author/RL)

Discusses the enigma of what and how people know apparently trivial information. Presents an experiment, expected answers, and actual responses to grammar questions to determine the degree of common knowledge in professional trivia. Concludes that further research may bring a clearer understanding of the "tradition" of language teaching…

Examines a very successful popular magazine published between 1899 and 1950 that was devoted to "correct" English usage. Argues that its fundamental aim was to help its readers to know how to conduct themselves in proper (i.e., elite) society. Its longtime editor defended her prescriptive view of English usage and offered many…

Examines the reasons for and the value of, teaching grammar through drill. Suggests other methods for teaching effective oral and written communication. (RB)

Suggests that the current "return" to grammar will fail unless educators can come to terms with definitions of fundamental grammatical concepts. Considers how educators cannot go back to teaching the traditional, because the traditional no longer exists. Argues that pedagogical grammar currently has too many cooks, all trying to prepare the same…

Argues that problems in teaching grammar stem from failure to help students develop, as opposed to memorize, grammatical concepts. Recommends discussion of style and vocabulary, student stylistic analysis of their own writing, and deciphering syntactic use, not just definition, of parts of speech. Suggests that such training should begin in…

Uses personal experiences from "grammar" school to argue that the exercises used to develop practical skills, such as a knowledge of grammar, should be practical as well. Suggests that teachers need to convince students that what is being taught will be useful and important in later life. (RL)

A classification of students according to their written explanations as to why they enrolled in an English class on writing research reports. (RL)

Four Project English studies, two in composition and two in reading, reflected the following research findings. The first study in composition found no correlation between knowledge of traditional grammar and performance in composition among college freshmen as measured by the STEP Essay Test and the Iowa Grammar Information Test, although the…

Describes a course for preservice English teachers on descriptive grammar. Discusses definitions and aims and what to do about traditional grammar; transformational-generative grammar; language acquisition; and applied grammar. Presents teaching strategies. (RS)

Describes a teaching method that uses the student's growing need to use the language as motivation. (CRH)

The meanings of the words grammar and linguistics have undergone a multitude of changes in the last years, but teachers should continue to teach linguistics and formal grammar in the schools. (JH)

Discusses insights and concerns growing out of a study in which middle school and high school language arts teachers examined the research in the teaching of grammar and examined the content, methods, and materials of their own grammar curriculum. Details process guidelines and content guidelines that were developed. (EL)