I suggest that this is not an appropriate forum in which to discuss
literature, the canon, and young adult literature. The move to reduce or
eliminate the teaching of grammar in secondary schools predates
multi-culturalism, ebonics, etc. anyway.

We have, of course, discussed to the point of exhaustion the issues
concerning language instruction raised by Robert Reis. However, since the
membership of this listserv changes continually, perhaps a restatement of
some of the results of that discussion is in order. (This is my own take on
the matter, so corrections and additions will be welcome.)

1. Discussions about the teaching of grammar are subject to confusion over
terminology, for few writers take the time to explain whether they are
referring to traditional (schoolbook) grammar, a scientific grammar,
usage/mechanics, or stylistic preferences.

2. The teaching of grammar suffers from its connection to the teaching of
correctness in writing. For many teachers, if grammar (however ones defines
the term) cannot be proven to help students reduce the errors in their
writing, then it can be safely eliminated from the curriculum. I think that
it is the position of ATEG that grammar should be taught as a liberal
art--as a subject with many potential uses, not just the elimination of
errors from one's writing.

3. The teaching of grammar also suffers from the dominance of literature in
the English department. Prospective English teachers cannot get adequate
training in grammar from most college English departments. Indeed, some
English departments offer none. (Composition has the same problem.)

4. For many years much of the secondary English curriculum was consumed
with the teaching of grammar (defined as traditional grammar and
mechanics/usage). This was certainly true when I taught ninth grade in the
1960s. Furthermore, this approach was defined not as the teaching of
grammar but as the teaching of composition. In other words, grammar and
composition were considered the "same thing" in many ways. There has been a
strong backlash against that approach. Composition is now treated as the
practice of actual writing first and foremost, with mechanics/usage taking
a strong secondary position and grammar-as-syntax a distant third. I think
everyone agrees that this reform was long overdue, though many lament how
far grammar-as-syntax has been demoted.

5. There is abundant (though hotly disputed) evidence that the teaching of
grammar (defined as the teaching of syntax) does not improve student
writing. In particular, it does not help students improve the correctness
of their writing. Drills on matters of correctness also aren't very
effective. I think that the most accepted view at the moment is that direct
teaching of usage/mechanics within the context of the students' own writing
is the most effective way of improving correctness.

6. We speculate that one reason students have difficult learning and
applying grammar (defined as syntax) is that they are being taught
traditional schoolbook grammar and that this kind of grammar is an
inadequate and often incorrect description of English syntax. Efforts to
teach a more scientific grammar have not caught on, possibly because there
are no secondary school textbooks that use them, or the scientific grammars
are too technical.

7. To counter the problems of traditional grammar, we have discussed
developing what we have called a "pedagogical grammar." This would retain
traditional terminology to the extent possible, reduce coverage to the most
essential concepts, and eliminate the inadequacies of traditional grammar.
At least one such grammar, Ed Vavra's KISS approach, has been run up the
flagpole, but so far has not achieved widespread acceptance.

7. Presently ATEG is in the process of developing a grammar curriculum that
could be proposed for K-12. I'm not familiar with the present status of
this work, but I assume that it will have wider purposes than the
traditional version.

Bill



William J. McCleary
3247 Bronson Hill Road
Livonia, NY 14487
716-346-6859

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