Outlines methods for presenting grammar and punctuation in a one-semester community college classroom. Discusses misconceptions often held by students and misconceptions occasionally held by instructors. (RS)

Argues that the prohibition against the comma splice has no logical basis whatsoever, and offers numerous examples. Maintains that English teachers should relax prohibitions against comma splices, accept that usage is flexible, and allow students a freedom which more confident writers take for granted. (SR)

Examines four common student misconceptions in grammar and punctuation, suggests the reasons for these misconceptions, and argues that teachers need to help students develop a thorough understanding of the English language system. (MM)

Argues that emphasis on process has reduced the amount of time teachers spend teaching basic editing skills. Offers eight suggestions for incorporating instruction in punctuation into a process approach to writing. (MS)

Presents an example illustrating how teachers can create reading and writing activities that emphasize how words work through grammar, punctuation, mechanics, and usage. Describes a workshop that highlights a single punctuation mark: the semicolon. Notes that the semicolon defies rigid rules for use and is therefore ideally suited for instruction…

Presents an assignment in which students are instructed to produce a complete, accurate, and readable collection of rules and sentences that illustrates the multiple uses of each mark of punctuation, in other words, to write their own workbooks. (EL)

Describes a technique used to involve a class of predominantly learning disabled students in a lesson on the uses of the comma. (RBW)

Presents a potpourri of classroom techniques used by 28 teachers to develop skills in paragraph composition, public speaking, classroom discussion, the examination of specific literary works, and other language arts activities. (RL)