Voices from the Middle - Contextualizing Grammar, Mar 2001

Argues that, taught in the context of writing, grammar can enhance and improve students’ writing. Offers classroom examples showing how: good preparation for writing fosters good grammar and detail; students can use grammatical and syntactic constructions used by professional authors as models for their own writing; and how to help students learn revision strategies at the sentence and paragraph level.

Contemporary teachers are frequently criticized for not teaching grammar; this is seldom the real issue. Rather, how can grammar best be highlighted within a well-rounded, rich writing program? Join veteran teacher Scott Smoot on an exploration of the issues that arose when he committed to teaching grammar “in context.”

Describes a two-year grammar sequence that the author uses with the seventh- and eighth-grade reading and writing program, in an approach that combines grammar instruction with what students are reading and writing. Describes how systematic grammar and usage instruction is connected to what students are reading and writing.

Summarizes five important studies that teachers should be aware of, which offer direction about how grammar should or should not be taught. Summarizes useful theory as well, concluding that the teaching of grammar in the language arts classroom must happen within the context of larger lessons and experiences with written and spoken language.

Discusses “textual intelligence”: knowledge of how texts of all kinds work. Describes how the author uses grammar in his classroom to help students understand how to read and write better and how to think with greater clarity. Describes activities used before and after students read or write. Argues that grammar is a process that helps students develop and convey ideas.

In this issue, we take the stance that grammar and usage instruction do belong in the middle school. The question isn’t Do we teach grammar, but instead How do we teach grammar in context?

Negative statements about children may be grammatically correct, but incorrect in every other sense.

Grammar should be taught in the context of students’ own writing: “we learn what we actually have the opportunity to practice and do in the real world.”

Student reviewed books.