Recent proposals to make Knowledge about Language (KAL) an integral part of the teaching of English in Britain and Northern Ireland are discussed. The KAL debate is traced from the 1975 Bullock Report, which ended the teaching of traditional grammar, through the lack of progress to the present day. (Contains 19 references.) (Author/LB)

Contains comment on and Hartwell's response to Patrick Hartwell's "Grammar, Grammars, and the Teaching of Grammar" (CE, February l985) and comment on Mikhail Bakhtin's "Rhetorical Theorist" (CE, October l985). (EL)

Text reordering, text rewording, text recording, and text researching offer students who must use prescriptive grammar books the opportunity to observe, analyze, manipulate, and enjoy language. (Author/RL)

Provides a history of the development of the theory of the "circumstantial" in grammar, presents its chief concepts, and discusses its implications for a theory of semantics. (AM)

Traces the development of French "grammatical analysis" and "logical analysis," from the 16th century concept of syntax, to 19th century pedagogy. (AM)

Examines the traditionally prestigious status of the sentence in grammatical analysis, and traces the history of the word "phrase" as a part of French grammatical language. (AM)

Reflections on Tobin's "Semiotics and Linguistics" and Shaumyan's "Semiotic Theory of Language" are offered. (23 references) (LB)

Discusses the enigma of what and how people know apparently trivial information. Presents an experiment, expected answers, and actual responses to grammar questions to determine the degree of common knowledge in professional trivia. Concludes that further research may bring a clearer understanding of the "tradition" of language teaching…

Traditional grammar is no longer acceptable as an exhaustive, scientific theory of grammar. An analysis of research results from the linguistic sciences provides guidelines for developing a modern grammar. (AM)

Examines the rule that indefinite pronouns (everyone, anybody, each, someone, nobody) take singular verbs and singular pronouns for agreement. Explores its past, proposes a revision of the rule, and suggests modifications in its application based on analysis of its actual use in English. (SR)

Examines a very successful popular magazine published between 1899 and 1950 that was devoted to "correct" English usage. Argues that its fundamental aim was to help its readers to know how to conduct themselves in proper (i.e., elite) society. Its longtime editor defended her prescriptive view of English usage and offered many…

Shows that traditional grammar teaching grew out of nineteenth-century beliefs about language learning and the nature of knowledge that are profoundly different from those that direct the language arts curriculum today. Bases the account on approved textbooks, Alberta Department of Education reports, public examinations, and anecdotal records. (EL)

Suggests that classifications of French verbs derived uncritically from Latin are not useful and are confusing because verb classes are defined according to their infinitives. It is suggested that verbs be grouped according to other criteria which are more useful to the learner. (SED)

Suggests that the current "return" to grammar will fail unless educators can come to terms with definitions of fundamental grammatical concepts. Considers how educators cannot go back to teaching the traditional, because the traditional no longer exists. Argues that pedagogical grammar currently has too many cooks, all trying to prepare the same…

Argues that reintroducing the classical principle of imitation based upon single, model sentences can be highly beneficial by allowing the student to practice handling the sentence, directing attention to grammatical constructions, enlarging vocabulary, improving spelling, and filling the mind with mature standards of prose. (RS)