My thanks to Bill, Craig and Gretchen for a variety of
clarifying comments on what has occurred in the field of FLA and writing.
Can anyone, now, direct me to any comparative studies in FLA and
writing.
I still contend that any innovation needs to be
supported by comparative empirical evidence. Were journal editors
and book publishing editors more demanding in this respect, the proliferation of
articles and books proposing innovations might be usefully limited -
particularly if those innovations are of the doctrinaire variety based on
theorising on the nature of learning - unlike what Gretchen is
proposing.
This comment by Warren is intriguing:
I've been challenged by the Curriculum
Co-ordinator for my department
to present a definition of functional grammar
that "takes thirty
seconds or less." He strikes me as quite a traditionalist
who rolls his
eyes at the very mention of grammar instruction. I'd
appreciate any
concise definitions anyone would care to
provide.
Why would a
'traditionalist' rolls his eyes at the very mention of
grammar instruction?
I would have thought he would have been
pleased.
Would Warren or anyone else define what they
mean by the word 'traditionalist'.
Ron Sheen
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