Noting that issues surrounding grammar instruction are a source of controversy within the English language arts curriculum, this concept paper examines the usefulness of formal instruction in naming parts of speech, diagramming sentences, naming types of phrases and clauses, and naming sentence types. Following an introduction that defines grammar, the paper summarizes research on grammar instruction, noting that it is best taught in conjunction with actual student writing. This section also touches on the abstract nature of grammar, the usefulness of knowing some grammatical rules, and on nonstandard dialects. The paper then discusses the implications for instruction, including the role of grammar instruction and effective alternatives to isolated grammar drills. The paper concludes by noting that grammar instruction should not be as widespread as it is, should not be seen as a cure for writing problems, and should not be a substitute for writing instruction. A bibliography concludes the document. (SKC)