By the way, I would argue, and have on this list, that since grammar has been removed from the Language Arts curriculum huge strides have been made in the teaching of the rhetoric of writing, and this is all to the good. Think how much further along we would be if writing teachers also had the vocabulary of sentence structure to reinforce their teaching of rhetoric.
Herb
-----Original Message-----
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Craig Hancock
Sent: 2009-09-03 12:25
To: [log in to unmask]
Subject: Re: scope and sequence
Herb,
I had the great pleasure/honor of being a featured speaker for a
special focus day on writing for the UKLA (United Kingdom Literacy
Association) conference in London this past July. My talk was on
insights from linguistics that might inform the teaching of writing, and
the audience seemed eager to consider ways to teach grammar that didn't
fall back into the old error focused ways. On the other hand, I found
that their teachers, like ours in the states, were largely educated
during a time in which grammar was not covered or highly valued, so the
knowledge base (and confidence level) is not very deep. The best we
might be able to say is that the pendulum has swung back and the search
is on for approaches to grammar that can work in harmony with other
pedagogical goals.
Martha Kolln and I have rewritten our article on English Grammar in
United States Schools (Hudson's website gets my name wrong) for an
international anthology--"Beyond the grammar wars: A resource for
teachers and students on developing language knowledge in the
English/literacy classroom." (editor Terry Locke) that should be out
from Routledge in March of next year. The quote from Australia is out of
an article by Francis Christie that will be included in the book. For
better or worse, The U.S. is behind the rest of the world in embracing
the need for change.
Craig
STAHLKE, HERBERT F wrote:
> If I remember correctly, a few years ago Dick Hudson reported on a similar policy statement in the UK and also pointed us to the UK grammar curriculum. I don't have the email anymore, but his web site provides the following links:
>
> http://www.phon.ucl.ac.uk/home/dick/kal/top.htm
>
> Hudson's commentary on the UK strategy for teaching grammar in the schools
>
> http://www.phon.ucl.ac.uk/home/dick/tta/KS3.htm
>
> A tutorial for teachers teaching grammar.
>
> http://www.phon.ucl.ac.uk/home/dick/writing.htm
>
> His critical survey of the research on the relationship of grammar to writing. He reviews both con and pro studies, including a considerable bibliography.
>
> Herb
>
>
>
> -----Original Message-----
> From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Craig Hancock
> Sent: 2009-09-03 11:04
> To: [log in to unmask]
> Subject: scope and sequence
>
> The "grammar wars" have been waged in Australia as well, with
> alternative views of language (especially systemic functional
> linguistics) being a central part of the mix. It seems the various sides
> have been in more productive conversation than we have had here, where
> NCTE seems to want to think of the issue as resolved against the
> teaching of grammar in any kind of systematic way.
> Here's a recent position statement from the National Curriculum Board
> in Australia, 2008:
> "As part of a strong commitment to equity and quality, the teaching
> of grammar, progressively building knowledge and fluency over the full
> course of the school years, will be a significant feature of the
> national English curriculum. This commitment includes traditional
> word-and sentence-level grammar, text-level grammar that teaches text
> types and patterns, and the functional relations between these levels."
>
> From what I understand, the details are being fleshed out. It would
> be nice to have this sort of endorsement from above.
>
> Craig
>
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