Because several subscribers to this list requested more information about the conference proceedings of the Assembly for the Teaching of English Grammar (ATEG), I said that I would try to post the contents of each of the currently available 4 volumes. That information follows. The proceedings are $7.50 each, or all 4 for $25 (including postage and handling). Make checks payable to ATEG and send to Ed Vavra, DIF112, Pennsylvania College of Technology, One College Drive, Williamsport, PA 17701. I am continuing to look into the possibility of making the proceedings available electronically and for free, but I believe that that will require getting written permission from each of the contributors (which would take some time, and may be impossible in some cases). The proceedings of the Fifth Conference, held last year at Illinois State, will be late. Irene Brosnahan had received permission from the participants to try to publish them in a book. Irene has informed me that she could not find an interested publisher, and she will be forwarding the papers to me so that I can compile them into the Fifth Conference Proceedings. As Irene's attempt indicates, interesting main-line publishers in material about grammar is still very difficult. I hope to make ATEG a clearing-house for self-puiblished materials, and, since I receive no money for the work I do for ATEG, I hope you will forgive me for adding the contents of my own Teaching Grammar as a Liberating Art (which has just become available for sale) to the end of this list. ____________________________________________________ Contents of the Proceedings of the First Four ATEG conferences: ____________________________________________________ Contents of the Proceedings of the First ATEG conference, held at Shenandoah College, Winchester, VA, August 10 & 11, 1990 Keynote: The Future of Grammar in American Schools Martha Kolln, Penn State University. Approaches to Gramnrar: Teaching & Otherwise Kathy Lyday-Lee, Elon College, N.C. What Kind of Granzmar Should We Teach in College? Cornelia Paraskevas-Shepard, Western Oregon State University. A Review of Grammar Textbooks Robert Sirabian, Purdue University Personal Editing Workbooks for Composition Students Sally Joranko, John Carroll University, Ohio Seeing as the Brain Sees: The Cognitive Process of Instructibn (CPOI) Applied to Grammar Madlon Laster; Daniel Morgan Mlddle School, Winchester, VA Challenging Misconceptions about Using One-to-One Tutorials to Teach Grammar/Style Kirn Balllard & Linda Haynes, Purdue University Grammar Competency as Essential Knowledge for ESL Students Entering Professional Discourse Communities Linda Yost, Purdue University .Blue-Jay Grammar Jean Murphy, Pierce College, Puyallup, WA Arguments about Grammar: the Usage Books Maurice Scharton & Janice lNeuleib, Illinois Sate University Integrating Grammar into the Process Reading & Writing Approach Chrystena Chrzanowski, North Arlington H.S. & William Paterson College The Role of Grammar Teaching in Higher Education George J. Oliver, University of Maryland Arcade Grammar: Grammar & Syntax as a Recreational Activity Pat Wellington & Charotte Perlin, University of Miami Teaching Grammar through Journalism Tina Lesher, Wiiliam Patterson College Quintilian, Syntax & Computer-Aided Instruction R C. Hoover, Washington State University The Effects of Personality Type on Grammar Instruction Irene Brosnahan &Janice Neuleib, Illinois State University . Communicative Approaches to Teaching Gramrmar Macey B. Taylor, University of Arizona Teaching Grammar without the Grammar Books Ed Vavra, Pennsylvania College of Technology ____________________________________________________ Contents of the Proceedings of the Second ATEG conference, held at Pennsylvania College of Technology, July 15 & 16, 1991 Keynote: Finding Reasons to Teach Grammar to Everyone Bill McCleary, editor, Composition Chronicle Jessica's "Power Phrase": Using Sentence Combining to Teach Note Taking Chrystena Chrzanowski, William Paterson College Grammar in the Freshman Composition Class Ben Varner, University of Northern Colorado Teaching Young Writers to Analyze Their Sentences Ed Vavra, Pennsylvania College of Technology The Parts Are the Key to the Whole George Kovacs, Briarcliffe College Good at Grammar Maurice Sharton, Illinois State University Grammar in the Learning Center? Janice Neuleib, Illinois State University The Effect that Separation of Content and Form Has on Grammar and Syntax Review in Business Writing Textbooks May Hall, University of Pittsburgh Teaching Grammar in Business Communications Geneva Hagedorn, University of Houston-Downtown A Systematically Based Approach to Grammatical Analysis John P. Broderick, Old Dominion University Three-Dimensional Diagramming Wanda Van Goor, Prince George's Community College Approaches to Teaching Teachers Grammar Irene Brosnahan, Illinois State University Grammar Relevance: Human/Computer Interface as a Relevancy Model Frank Peters, Bloomsburg University Using Transformational Grammar to Teach Future Teachers Cornelia Paraskevas, Western Oregon State University __________________________________________________ Contents of the Proceedings of the Third ATEG conference, held at Pennsylvania College of Technology, Williamsport, PA on June 18 & 19, 1992 Grammar as a Method, Not as a Subject Marilyn N. Silva Using Humor to Teach Grammar Frank Peters Grammatical Competence and the Teaching of Grammar Jim Kenkel & Robert Yates About Computational Tools in the Teaching of Grammar and Writing Reinhold Schlieper The Crime Ed Vavra Writing Skills vs. Writing Skill: An Ambiguity Feeding the Arguments about Assessing Mary Hall Grammar Portfolios Cornelia Paraskevas Visualizing the Language Bernice Lever-Farrar ______________________________________________ Contents of the Proceedings of the Fourth ATEG conference, held at Pennsylvania College of Technology, Williamsport, PA. June 25 & 26, 1993 Linguistics and English Language Teaching: Another Attempt James Kenkel and Robert Yates College Students' Attitudes on Grammar - A Survey Cornelia Paraskevas A Middle Level Language Arts/Grammar Unit Alyce Hunter Editing: The Key to Teaching Grammar Tina Lesher Form-Function Parsing: Exploring the Structure of a Sentence without Diagramming It Wanda Van Goor & Bill Mullinix Empowering the Student with a Grammatical Vocabulary Ellin Ronce Pollachek It's Elementary, My Dear Students (or is it?): Selected Teachers' Perceptions on Grammar's Role in the Elementary School Melissa Whiting The Realities of Seventh and Eighth Grade Grammar Instruction Mary Beth Voda Students' Rights to Their Own Language Revisited: An Attitude Survey Terry Lenn Irons Grammar in the Middle: Teaching Junior High and Middle School Janice Neuleib The Role of Pedagogical Grammar in English as a Second Language Instruction John P. Milon Unplugging Drill and Practice: Alternatives for Teaching Style, Fluency, and Grammar Neal Lerner __________________________________________ ++++++++++++++++++++++++++++++++++++++++++ Table of Contents from Teaching Grammar as a Liberating Art, by Ed Vavra (11 x 8.5, 152 pages, GBC bound) available from Rose Parisella Productions, 30 Marvin Circle, Williamsport, PA 17701 ($15, + $3 for shipping, payable to Rose Parisella Productions) Introduction: The Buzz and the Book Part One: Background and Theory Chapter 1: A History of Pedagogical Grammars Chapter 2: Traditional Grammar from a Modern Perspective Chapter 3: What Should We Teach? and A Theory of Teaching Chapter 4: A Theory of Natural Syntactic Development Chapter 5: The Sequence of Syntactic Development Part Two: A Pedagogical Syntax Chapter 6: A Theory of Syntax Chapter 7: Syntax in the Curriculum - Following the Natural Development of Syntactic Structures Chapter 8: Syntactic Errors and Syntactic Expectations Part Three: Beyond the Teaching of Syntax Chapter 9: Reading, Psycholinguistics, and Readability Chapter 10: Writing, Style, and Freedom Chapter 11: Syntax, Thinking, and Logic Part Four: Research Chapter 12: Statistical Research in the Classroom