In this article, the author talks about the use of punctuation and describes a study that confirmed her growing sense that all students need exposure to and instruction on the full repertoire of punctuation. In an attempt to assess how much of the eleventh graders know about the way professionals use punctuation, all teachers at Webster Thomas…

Textbooks and grammar worksheets do not adequately convey to students how readers or listeners are shaped by the language of the writer. The best way to help students understand the emphasis of a dash or another device is to see one used during a suspenseful moment in a dramatic selection. It is up to the teacher to select dramatic works that…

The rhetorical power of punctuation conventions as well as the effect of violating those conventions should be explained to the students. The craft in conventions can be found anywhere and all good writers use it in their work.

Discusses five "rules" of language use that can be broken: (1) don't use contractions in formal writing, (2) every paragraph should have a topic/clincher sentence, (3) never end a sentence with a preposition, (4) Avoid "I" and "you" in formal writing, and (5) never begin a sentence with "and" or "but." (EL)

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 recent teaching strategies geared toward improving student writing through positive reinforcement have resulted in mediocre writing products. Suggests that mechanics be given the same value as content in the evaluation process. (KEH)

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)

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)