The grammar terminology in the K-12 textbooks is QUITE uniform. If that is the
level this group is
going to be working on at ATEG, adhering to the terminology will not be a
problem, if that is what the
group decides to do. Initially at least, we should stick as close to the
traditional terminology as
possible. Although I haven't seen all state standards yet, the ones I have seen
that are detailed look
rather uniform, and others are just not very detailed and speak in generalities
about mastering
conventions, etc.

If all college-level teachers want students to be able minimally to identify
subject, verbs, and clauses
in their own writing, this should not be at all difficult to achieve. We have
seen several strategies that
use native-speaker knowledge to do so on this list in recent posts. I suspect,
however, that plenty of
college teachers would like more than that (speaking from experience with comp
teachers here and
teachers of other things here and elsewhere).

In the early stages of a project like this, one definitely has to consider the
"emergency" "remedial"
needs of current students in the higher grades -- students who are headed out
into college and the
world sooner rather than later, and have had little to no effective grammar
instruction. The long-range
plan would be a curriculum that supplies continuous grammar instruction in every
grade.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Johanna Rubba, Associate Professor, Linguistics
English Department, Cal Poly State University San Luis Obispo
San Luis Obispo, CA 93407
Ofc. Tel. 805-756-2184 - Dept. Tel. 805-756-2596 <- Dept. Fax 805-756-6374
E-mail: [log in to unmask] - URL: www.cla.calpoly.edu/~jrubba
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~









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