Eduard,
 
I was writing in the context of the Scope and Sequence program, where the goal is to provide developmentally appropriate grammar instruction that build as students are ready to master new concepts, principles, analyses, etc.  Whether you want to call this one or several grammars doesn't make a whole lot of difference.  As a university-level teacher, not K-12, I see my role as a step or two removed.  I can provide content and can assist with the development of content, but I wouldn't pretend to any expertise in K12 curriculum and pedagogy.  That I'll gratefully leave to those on the list who are specialized in these areas.
 
Herb

________________________________

From: Assembly for the Teaching of English Grammar on behalf of Eduard C. Hanganu
Sent: Sun 8/20/2006 7:35 AM
To: [log in to unmask]
Subject: Re: Defining Traditional Grammar



Herb:

I agree with you. There is much more to be said about grammar than I
did, but I was referring to basic guiding principles, and not to the
details. Still I am getting a little confused: do you want to write a
grammar encyclopaedia, or a practical grammar? And if you want to
write a practical grammar ( which is my assumption) for which grade(s)
are you going to write that grammar? It appears to me that we will
necessarily have to write grammarS, not just a grammar, each adjusted
to some school level. One thing is to teach grammar to the elementary
school students, another to teach grammar to college students. Each
such level would require a grammar specifically written for its own
purposes.

Eduard


On Fri, 18 Aug 2006, Herbert F.W. Stahlke wrote...

>Eduard,
>
>Quite a lot, in fact, as I suggested in my posting to Phil.  Part of
my
>problem in this discourse is that I come from a background in which
>traditional grammar includes Jespersen, Poutsma, Kruizinga, and
others
>of the great 19th and 20th c. scholars of English grammar. 
Traditional
>school grammar, like what is found in the Warriner's series, for
>example, a series that was used widely in American high schools for
>quite a long time, is in part of reduction of this combined with a
>variety of stylistic prescriptions and proscriptions.  I don't have
the
>negative reaction Fries had, because I go back to Jespersen on a lot
of
>matters.  However, I agree with Fries as to the sometimes mindless
way
>in which traditional grammar has been reduced to a few inflexible
terms,
>concepts, and maxims.
>
>Herb

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