Contends that Latinism was rejected by nineteenth-century American traditional grammarians. (DD)

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)

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 problems in teaching grammar stem from failure to help students develop, as opposed to memorize, grammatical concepts. Recommends discussion of style and vocabulary, student stylistic analysis of their own writing, and deciphering syntactic use, not just definition, of parts of speech. Suggests that such training should begin in…

Uses personal experiences from "grammar" school to argue that the exercises used to develop practical skills, such as a knowledge of grammar, should be practical as well. Suggests that teachers need to convince students that what is being taught will be useful and important in later life. (RL)

Describes a course for preservice English teachers on descriptive grammar. Discusses definitions and aims and what to do about traditional grammar; transformational-generative grammar; language acquisition; and applied grammar. Presents teaching strategies. (RS)

The meanings of the words grammar and linguistics have undergone a multitude of changes in the last years, but teachers should continue to teach linguistics and formal grammar in the schools. (JH)