Scott,
   I would pretty much say yes to all the questions, even the last.
   The current "theory" is that knowledge about language is NOT 
essential or important, and what little bit may be necessary (to avoid 
error) can be handled "in context." That theory has simply been 
asserted, not tested. It is built on the foundation of the studies that 
fail to show a connection between formal grammar and writing in short 
term. The fact that people BELIEVE that theory is what makes it so hard 
to dislodge it. It seems clearly just a matter of faith, or perhaps a 
matter of believing there is no credible alternative.
   We can and should propose a counter theory, find someone willing to 
give it a try, and then monitor the results. But we would clearly have 
to test whether we were building the knowledge as separate from whether 
it can be applied.
   For a first step, though, we have to say that it's not just an error 
focused traditional grammar that we are after.

Craig

Scott Woods wrote:
> */Craig Hancock <[log in to unmask]>/* wrote:
>
>
>     At the moment, we simply do not have an agreed upon theory of how
>     knowledge about language might carry over into both reading and
>     writing.
>     If we did, then we could measure the acquisition of knowledge as a
>     separate step.
>
> Craig,
> Shouldn't evidence of knowledge about language carrying over into both 
> reading and writing form the basis of a theory?  Starting with the 
> hypothesis that specific knowledge about language may improve reading 
> and writing, couldn't we then gather evidence to support this 
> hypothesis?  Can't we just measure the acquisition of knowledge and 
> relate it to changes in reading and writing in order to develop a 
> theory?  Does it matter if people agree with the theory?
>  
> Scott
>
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