Examines the roots of traditional grammar in ancient Greek philosophy, particularly philosophy of language. (AM)

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)

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 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…

Written for the educated reader cognizant of ordinary grammatical terminology or able to look it up in a dictionary, this booklet discusses why grammar seems so intractable. The booklet begins by offering two reasons why more diligent instruction in English grammar will not improve students' knowledge: (1) what is presented as English grammar…

Discusses an analysis of grammar that systematizes knowledge about language according to new parameters but continues to view traditional grammar as the backbone of language structure. (NCR)

Argues that the use of specific grammar texts, along with the books themselves, has remained essentially unchanged for over 200 years. Examines how grammar texts were established and used historically. Claims that pedagogical uses of grammar textbooks mirrors instructors' perceptions of their students. (HB)

As an emotional topic, concern with acceptable usage of language has never been far from the public consciousness, but the public's willingness to abide by educators' views on the necessity of teaching usage rules has varied over the years. The situation we face is not a new one--the eighteenth century saw the initial widespread concern with…

Finds serious flaws in the research asserting the uselessness of teaching grammar to composition classes. Proposes that writing teachers acknowledge the presence and importance of grammar in the writing class. (RL)

Notes the problems associated with integrating grammar study in writing instruction. Provides strategies for such integration, including a syllabus for teaching the verb phrase. (RL)

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…