Dear Brandi,

From one who teaches in an inner-city charter high school, let me say that
coming to conclusions is next to impossible.  Whenever I come to a
conclusion about anything I teach, a student comes along to show me how
wrong I am!

I think that the best we can do is to keep learning - from experience, from
each other and from our students - what works and what doesn't; and
remember that any "one-size-fits-all" theory is bound to be a mistake.

For the record, last year, when I tried to teach my students the basics of
diagramming sentences, I learned that most of them hated it, but a few of
them learned something from it.  I did NOT try to make it affect their
writing directly - this is one area where I suspect the research is
acurate.  I simply wanted them to understand how sentences were put
together, and to THINK about it.  But my attempt was, I think, unsuccessful
for most of my students.

Good luck with your research,

PED
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> From: Brandi Sidley <[log in to unmask]>
> To: [log in to unmask]
> Subject: College student doing research on the grammar debate
> Date: Saturday, December 12, 1998 7:44 PM
>
> I am a senior Engilsh major and am doing research on the grammar debate.
I
> have read Rei Noguchi's and Constance Weaver's books, the November 1996
issue
> of English Journal and articles by Ed Vavra and Martha Kolln as well as
> Patrick Hartwell's grammar chapter from College English.  I do not want
anyone
> to do my research for me but would appreciate any input or opinions you
may
> have.  I have just subscribed to this list and am looking forward to
learning
> from it as well as participating in it.  I have not come to a conclusion
> regarding my feelings on the formal teaching of grammar--so, here's your
> chance!  THANKS in advance!