Dear Professor Veit and unknown inquirer,
         I had to review the research for my TRIP book manuscript, and
there is research that supports the teaching of grammar, but it is not
the type of grammar discussed on this list. The grammar discussed on
this list is too abstract (and isolated) to be of any help to most
students. All the research condemns it. (Does any student have trouble
with the "go X-ing" construction that has been discussed in minute
detail over the past couple of weeks?) I recently asked on this list
about Anne Obenchain because there appears to be both research and
theoretical support for her LINKS TO FORCEFUL WRITING. Another
interesting study was done by Lester Faigley, using Christensen's
approach. See:
http://curie.pct.edu/courses/evavra/Bib/Authors/Daiker01_SentC.htm
The research supports teaching a very limited number of basic concepts
-- prepositional phrases, subjects and verbs, clauses, etc., and having
students work with them to discuss aspects of meaning and style (and
punctuation).
        As the members of the ATEG list know, I propose burning their
grammar books. Well, not literally, but the things are useless.
Obviously, I want to invite the unknown guest to the KISS web site:
http://curie.pct.edu/courses/evavra/KISS.htm
She can tell her district Language consultant that she has found an
approach to teaching grammar, based on theory and research, that does
not require the purchase of any books.
Ed Vavra

"Richard Veit, UNCW English Department" wrote:

>  ATEG members:
>
> I invite others to help in replying to the following message that I
> received from a grade school teacher (who found my address on the web
> site of my book Discovering English Grammar)? The questions asked are
> certainly central for the Assembly. Because the writer is probably not
> a subscriber, be sure to copy the writer <[log in to unmask]> on
> any reply.
>
> Dick Veit
>
> ________________________________
> In your opinion, is it necessary to have
> direct grammar instruction at the
> elementary school level, or are the
> students better served by "writing
> workshop" and editing "daily oral
> language" sentences? Our district
> Language consultant refuses to
> consider a grammar textbook without
> research that demonstrates the
> importance of direct grammar
> instruction. We've been attempting to
> teach writing and grammar skills
> without a textbook for the past 7 years
> and are now faced with 6th graders
> that have no ability to identify a verb or
> a noun, and call apostrophes "that
> floating comma thingy."
> -----------------------
> ---------------------------------------------------
> (e-mail) [log in to unmask]