Michael, This may sound like consorting with the enemy, but check out George Hillocks' "Narrative Writing: Learning a New Model for teaching", new from Heinemann. His idea--and one that he shares with the functionalists--is that the nature of literacy ought to be more explicit, especially for at-risk students, and has some neat exercises to get students to render scenes, write dialogue, transform dialogue into narrative, explore inner thoughts and feelings, and so on. He doesn't ignore the technical. As I read, I couldn't help but think of natural ways to bring in additional attention to language. With your background, I think you'd have plenty of ideas. Most of his work has been with middle school, but I think much would carry over. The key, I think, is to look at grammar (form) as what helps make any genre possible. So looking at what constitutes successful texts helps us understand the forms that are called creatively into play. Craig > Having agreed to do a workshop on integrating grammar instruction with > writing instruction -- something I've done a lot of on the college level > -- > I've since learned that my audience will be made up mainly of elementary > school teachers. I have a little time in which to educate myself a bit > about writing instruction at that level. Can anyone suggest material I > should study (other than K. Perera)? These teachers are part of an > institute offered by the Puget Sound Writers Project and so are probably > interested in approaches that nurture invention, imagination, and voice. > Thanks. > > Michael Kischner > > To join or leave this LISTSERV list, please visit the list's web interface > at: > http://listserv.muohio.edu/archives/ateg.html > and select "Join or leave the list" > > Visit ATEG's web site at http://ateg.org/ > To join or leave this LISTSERV list, please visit the list's web interface at: http://listserv.muohio.edu/archives/ateg.html and select "Join or leave the list" Visit ATEG's web site at http://ateg.org/