English Journal - Volume 92, Issue 3, 2003

Jim Meyer discusses how to teach grammar as linguistics but still adhere to the requirements of state frameworks for teaching grammar.

Patricia A. Dunn and Kenneth Lindblom say “that students must be taught the complex, higher order tasks of analyzing each rhetorical situation in which they write. They need to practice writing for different purposes and for readers with different expectations, so that they can make sophisticated decisions about audience, purpose, and voice.” The article suggests strategies for doing this.

The authors describe their classroom research project, an interdisciplinary study of best practices to teach grammar.

Lynn Sams argues for the teaching of grammar by teaching students to analyze their language choices for writing.

Angela Petit Angela Petit provides a strategy for teaching the semicolon to point out to students that grammar choices create style in writing.

Julie Ann Hagemann argues for a balanced approach to teaching grammar for all, but especially for language minority students.

Robert Perrin analyzes 15 grammar web sites.

Ed Vavra argues that simpler definitions of grammar will make the subject easier to teach and easier for students to learn.

Mary Ehrenworth discusses a method for teaching grammar through celebrating what is well done in student writing, instead of what is wrong, and by using writing mentors.

Deborah Johansen and Nancy L. Shaw describe their “glossing” method of grammar instruction.

Paul E. Doniger discusses the importance of teaching grammar to the teaching of literature.

Pamela Sissi Carroll and her students suggest some ways to playfully teach language usage.

Kelly Aanrud lists “a few basic and consistent trends in the way we talk.”

Todd Heyden tells how he evaluates student writing and why.

Keith Younker tells how NCTE’s Reading Initiative is working across his high school’s curriculum.

The article lists several strategies for getting the most into writing instruction.

Here are several activities for teaching grammar.

Barbara Monroe suggests that having students use e-mail to post their writing will help make them take more care with their writing.

Connie Zitlow recommends two professional books: At the Schoolhouse Gate and Power Portfolios.