Hi Amy,

        I've just published a book entitled Image Grammar (Heinemann
1999) that attempts to show teachers how to use grammatical concepts
to effectively teach writing. It is based in part on the premise that
a writer is much like an artist who "paints" images using grammatical
structures as brush strokes. In Ohio where I've taught English for 30
years, the state proficiency exam requires a writing sample. I
attribute the fact that my students have consistently scored among
the top schools in the state to their ability to understand what Joan
Didion calls "the infinite power of grammar," a power derived from
understanding how grammar enhances writing. So you might mention this
to your colleagues.

        If you would like to view the companion CD that accompanies
the book, visit http://www.uakron.edu/noden. This site won't be up
for long. I just uploaded the beta version of the CD to test it prior
to the book's publication and plan to delete it in a month or so. But
it will give you an idea of the approach used in the book.


Sincerely,

Harry Noden

PS: Ed, if you read this note, would you please add my book to your
bibliography of ATEG books by members. Thanks



You wrote:

>I'm a high school English teacher in a school where grammar is taught
>sporadically and ineffectively because the prevailing orthodoxy holds that
>grammar is antithetical to "the writing process." I realize that this is a
>pervasive problem nationwide, but I have a big powwow with my colleagues in a
>few days and I'm asking for help. What is a good nutshell reply to the
>"rolled eyes" response that English teachers give us when we advocate
>teaching about the language? What do I say when I hear this: But the state
>exam doesn't count much for grammar. It isn't on the rubric.
>
>Your help would be much appreciated, and may help me to win some converts.
>Thanks.
>Amy


        Dance like nobody is watching. Love like you'll never get hurt.