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)

Describes calls to a grammar hot line about usage, grammar, spelling, and punctuation. Concludes that many people besides educators and professional writers care about exact and accurate language usage. (EL)

Discusses the continuing controversy over how to teach grammar. Finds that the traditional, structural, and transformational approaches each have their strengths and weaknesses, with none clearly better than the others. Suggests that the teaching of grammar, while not the key to improvement in written English, will always have a place in the…