Because several subscribers to this list
requested more information about the
conference proceedings of the Assembly for
the Teaching of English Grammar (ATEG), I
said that I would try to post the contents of
each of the currently available 4 volumes.
That information follows. The proceedings are
$7.50 each, or all 4 for $25 (including postage
and handling). Make checks payable to ATEG
and send to Ed Vavra, DIF112, Pennsylvania
College of Technology, One College Drive,
Williamsport, PA 17701.
I am continuing to look into the possibility of
making the proceedings available
electronically and for free, but I believe that
that will require getting written permission
from each of the contributors (which would
take some time, and may be impossible in
some cases).
The proceedings of the Fifth Conference, held
last year at Illinois State, will be late. Irene
Brosnahan had received permission from the
participants to try to publish them in a book.
Irene has informed me that she could not find
an interested publisher, and she will be
forwarding the papers to me so that I can
compile them into the Fifth Conference
Proceedings.
As Irene's attempt indicates, interesting
main-line publishers in material about
grammar is still very difficult. I hope to make
ATEG a clearing-house for self-puiblished
materials, and, since I receive no money for
the work I do for ATEG, I hope you will forgive
me for adding the contents of my own
Teaching Grammar as a Liberating Art (which
has just become available for sale) to the end
of this list.
____________________________________________________
Contents of the Proceedings of the First Four
ATEG conferences:
____________________________________________________
Contents of the Proceedings of the First ATEG
conference, held at Shenandoah College,
Winchester, VA, August 10 & 11, 1990
Keynote: The Future of Grammar in American
Schools
Martha Kolln, Penn State University.
Approaches to Gramnrar: Teaching &
Otherwise
Kathy Lyday-Lee, Elon College, N.C.
What Kind of Granzmar Should We Teach in
College?
Cornelia Paraskevas-Shepard, Western
Oregon State University.
A Review of Grammar Textbooks
Robert Sirabian, Purdue University
Personal Editing Workbooks for Composition
Students
Sally Joranko, John Carroll University,
Ohio
Seeing as the Brain Sees: The Cognitive
Process of Instructibn (CPOI) Applied to
Grammar
Madlon Laster; Daniel Morgan Mlddle
School, Winchester, VA
Challenging Misconceptions about Using
One-to-One Tutorials to Teach Grammar/Style
Kirn Balllard & Linda Haynes, Purdue
University
Grammar Competency as Essential
Knowledge for ESL Students Entering
Professional Discourse Communities
Linda Yost, Purdue University
.Blue-Jay Grammar
Jean Murphy, Pierce College, Puyallup,
WA
Arguments about Grammar: the Usage Books
Maurice Scharton & Janice lNeuleib,
Illinois Sate University
Integrating Grammar into the Process Reading
& Writing Approach
Chrystena Chrzanowski, North Arlington
H.S. & William Paterson College
The Role of Grammar Teaching in Higher
Education
George J. Oliver, University of Maryland
Arcade Grammar: Grammar & Syntax as a
Recreational Activity
Pat Wellington & Charotte Perlin,
University of Miami
Teaching Grammar through Journalism
Tina Lesher, Wiiliam Patterson College
Quintilian, Syntax & Computer-Aided
Instruction
R C. Hoover, Washington State University
The Effects of Personality Type on Grammar
Instruction
Irene Brosnahan &Janice Neuleib, Illinois
State University
.
Communicative Approaches to Teaching
Gramrmar
Macey B. Taylor, University of Arizona
Teaching Grammar without the Grammar
Books
Ed Vavra, Pennsylvania College of
Technology
____________________________________________________
Contents of the Proceedings of the Second
ATEG conference, held at Pennsylvania
College of Technology, July 15 & 16, 1991
Keynote: Finding Reasons to Teach Grammar
to Everyone
Bill McCleary, editor, Composition
Chronicle
Jessica's "Power Phrase": Using Sentence
Combining to Teach Note Taking
Chrystena Chrzanowski, William
Paterson College
Grammar in the Freshman Composition Class
Ben Varner, University of Northern
Colorado
Teaching Young Writers to Analyze Their
Sentences
Ed Vavra, Pennsylvania College of
Technology
The Parts Are the Key to the Whole
George Kovacs, Briarcliffe College
Good at Grammar
Maurice Sharton, Illinois State University
Grammar in the Learning Center?
Janice Neuleib, Illinois State University
The Effect that Separation of Content and
Form Has on Grammar and Syntax Review in
Business Writing Textbooks
May Hall, University of Pittsburgh
Teaching Grammar in Business
Communications
Geneva Hagedorn, University of
Houston-Downtown
A Systematically Based Approach to
Grammatical Analysis
John P. Broderick, Old Dominion
University
Three-Dimensional Diagramming
Wanda Van Goor, Prince George's
Community College
Approaches to Teaching Teachers Grammar
Irene Brosnahan, Illinois State University
Grammar Relevance: Human/Computer
Interface as a Relevancy Model
Frank Peters, Bloomsburg University
Using Transformational Grammar to Teach
Future Teachers
Cornelia Paraskevas, Western Oregon
State University
__________________________________________________
Contents of the Proceedings of the Third
ATEG conference, held at Pennsylvania
College of Technology, Williamsport, PA on
June 18 & 19, 1992
Grammar as a Method, Not as a Subject
Marilyn N. Silva
Using Humor to Teach Grammar
Frank Peters
Grammatical Competence and the Teaching of
Grammar
Jim Kenkel & Robert Yates
About Computational Tools in the Teaching of
Grammar and Writing
Reinhold Schlieper
The Crime
Ed Vavra
Writing Skills vs. Writing Skill: An Ambiguity
Feeding the Arguments about Assessing
Mary Hall
Grammar Portfolios
Cornelia Paraskevas
Visualizing the Language
Bernice Lever-Farrar
______________________________________________
Contents of the Proceedings of the Fourth
ATEG conference, held at Pennsylvania
College of Technology, Williamsport, PA. June
25 & 26, 1993
Linguistics and English Language Teaching:
Another Attempt
James Kenkel and Robert Yates
College Students' Attitudes on Grammar - A
Survey
Cornelia Paraskevas
A Middle Level Language Arts/Grammar Unit
Alyce Hunter
Editing: The Key to Teaching Grammar
Tina Lesher
Form-Function Parsing: Exploring the
Structure of a Sentence without Diagramming
It
Wanda Van Goor & Bill Mullinix
Empowering the Student with a Grammatical
Vocabulary
Ellin Ronce Pollachek
It's Elementary, My Dear Students (or is it?):
Selected Teachers' Perceptions on Grammar's
Role in the Elementary School
Melissa Whiting
The Realities of Seventh and Eighth Grade
Grammar Instruction
Mary Beth Voda
Students' Rights to Their Own Language
Revisited: An Attitude Survey
Terry Lenn Irons
Grammar in the Middle: Teaching Junior High
and Middle School
Janice Neuleib
The Role of Pedagogical Grammar in English
as a Second Language Instruction
John P. Milon
Unplugging Drill and Practice: Alternatives for
Teaching Style, Fluency, and Grammar
Neal Lerner
__________________________________________
++++++++++++++++++++++++++++++++++++++++++
Table of Contents from
Teaching Grammar as a Liberating Art, by Ed
Vavra
(11 x 8.5, 152 pages, GBC bound)
available from Rose Parisella Productions, 30
Marvin Circle, Williamsport, PA
17701 ($15, + $3 for shipping, payable to Rose
Parisella Productions)
Introduction: The Buzz and the Book
Part One: Background and Theory
Chapter 1: A History of Pedagogical
Grammars
Chapter 2: Traditional Grammar from a Modern
Perspective
Chapter 3: What Should We Teach? and A
Theory of Teaching
Chapter 4: A Theory of Natural Syntactic
Development
Chapter 5: The Sequence of Syntactic
Development
Part Two: A Pedagogical Syntax
Chapter 6: A Theory of Syntax
Chapter 7: Syntax in the Curriculum -
Following the Natural Development of
Syntactic Structures
Chapter 8: Syntactic Errors and Syntactic
Expectations
Part Three: Beyond the Teaching of Syntax
Chapter 9: Reading, Psycholinguistics, and
Readability
Chapter 10: Writing, Style, and Freedom
Chapter 11: Syntax, Thinking, and Logic
Part Four: Research
Chapter 12: Statistical Research in the
Classroom
|
