Synopses & Reviews
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.
Synopsis
In this book, the crucial questions about the place of grammar in the writing classroom are asked and answered.
Synopsis
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 th
About the Author
Susan M. Hunter teaches writing and directs the Master's program in professional writing at Kennesaw State University. She coedited The Place of Grammar in Writing Instruction: Past, Present, Future (Boynton/Cook, 1995) and is a founding and current editor of Dialogue: A Journal for Writing Specialists.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.
Table of Contents
Introduction: Re-examining the Place of Grammar in Writing Instruction, Wallace
Past Attitudes Toward Grammar Instruction
When Grammar Was a Language Art, Glenn
A Question of Power: Why Frederick Douglass Stole Grammar, Olson
Reasserting Grammar's Position in the Trivium in American College Composition, Claywell
"Grammatical Monstrosities" and "Contemptible Miscreants": Sacrificial Violence in the Late Nineteenth-Century Usage Handbook, Boyd
The 1945 NCTE Commission on the English Curriculum and Teaching the Grammar/Writing Connection, Ross
Present Concerns About Grammar and Writing
The Rainbow and the Stream: Grammar as System Versus Language in Use, Edlund
The Use of Grammar Texts: A Call for Pedagogical Inquiry, Mullin
Grammar for Writers: How Much Is Enough?, Shuman
Grammar in the Writing Center: Opportunities for Discovery and Change, Glover & Stay
Rhetorical Contexts of Grammar: Some Views from Writing-Emphasis Course Instructors, Bushman & Ervin
Grammar and Voice in the Teaching of Creative Writing: A Conversation, Brown, Boswell, & McIlvoy
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, Blakesley
Teaching Grammar Affectively: Learning to Like Grammar, Brosnahan & Neuleib
Taking Computer-Assisted Grammar Instruction to New Frontiers, Hobson
Correctness or Clarity? Finding Answers in the Classroom and the Professional World, Daniel & Murphy Afterword: Repositioning Grammar in Writing Classes of the Future, Hunter