> Johanna,
   I think we're in essential agreement.  Too often, grammar has been
unfairly characterized as taking time away from real reading and
writing. It's a false choice. We need to continuously make it clear
that we are advocating both, that "engagement" is also important.
Writing and reading should seem meaningful, and grammar instruction
should seem in harmony with that. It can and should take us into the
heart of discourse.

Craig


Just to remind Craig and Scott, what I originally wrote was:
>
>  >I think we will find that studying grammar helps with
>  > reading ability, but I believe the main way to become fluent at
> reading
>  > is by reading, and progressing incrementally from easier to harder
>  > levels ...
>
> Explicit instruction in text structure of different genres is also
> extremely helpful, of course. I guess my main point is that any kind of
> instruction NOT accompanied by generous amounts of reading won't work.
> I also really believe that kids who don't read a lot won't have much of
> a chance at becoming good writers. It takes generous amounts of both
> exposure and practice to automatize any kind of learned pattern. Much
> internalization is going to happen unconsciously.
>
> Dr. Johanna Rubba, Associate Professor, Linguistics
> Linguistics Minor Advisor
> English Department
> California Polytechnic State University, San Luis Obispo
> E-mail: [log in to unmask]
> Tel.: 805.756.2184
> Dept. Ofc. Tel.: 805.756.2596
> Dept. Fax: 805.756.6374
> URL: http://www.cla.calpoly.edu/~jrubba
>
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