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

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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."
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