Designed as a supplement to traditional writing texts, this workbook contains activities that allow students to form grammatically sophisticated sentences without having to study formal grammar. The 68 lessons in the workbook progress from relatively simple to complex, with each stressing a particular way of combining sentences. The various…

Designed to be a handy reference tool for everyone who aspires to write and speak correct English, this pocket guide is based on traditional grammar usage. It is organized along conventional lines, with an easy-to-use table of contents and index. The guide encompasses a great deal of information on relatively few pages, and it would be wise for…

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…

Presents an overview of the treatment of linguistic principles in recent French grammar books. (AM)

For secondary English teachers concerned with the theoretical and practical problems of the traditional approaches to teaching grammar, this paper proposes that a realistic solution can be found in current linguistic investigation. This solution lies not in the product of linguistic inquiry, but in the process of inquiry itself. The paper first…

Geared to the grammar area of the English curriculum, this self-instructional package was designed to aid seventh, eighth, and ninth grade students in recognizing three types of adverbs ("how,""when," and "where"). The package defines the three types, lists examples, and provides exercises. It also contains a pretest and a posttest. (FL)

An interview with Jean-Claude Chevalier in which the advantages and dangers of eclecticism are discussed. Some topics covered are: the role of traditional grammar; recent linguistic research in French; the development of teaching methods; Chomsky's theory of universal grammar. (Text is in French.) (AMH)

The teaching of grammar has been in sad decline since medieval times, when it included the whole skill of creating in language. Our textbook community has moved through a series of ineffective fashions, from those of Fries to post-Chomsky. All have presumed to replace prescriptive rules with realistic explanations. But all have fallen, like the…

Formal grammar study is important in schools above the elementary level because it can lead to improved understanding of the nature and functions of language. Although newer grammars, based on structural linguistics and transformational-generative grammar, have not met the needs of the schools, their potential should not be ignored with a return…

Designed to provide elementary, secondary, and college English teachers with a basic knowledge of the history and structure of the English language, this book is composed of three sections. Part 1 provides an orientation to linguistics by analyzing the basic principles and the scope of language study, and discussing values and perspectives in the…

Argues against the dismissal of grammar teaching, citing research studies which illustrate how grammar instruction improves writing skills. Asserts that teacher training is the crucial issue in effectively teaching traditional grammar. (MM)

A study of the relative effectiveness of three approaches to teaching selected aspects of English grammar to 299 10th-grade students of average ability (17 class-size groups) was made in Lane County, Oregon. Five groups were taught using structural linguistics concepts; six groups employed traditional methods, materials, and approaches; and six…

This basic grammar book for beginning to low-intermediate level students of English contains 106 units. The units are divided into the following categories: Present; Past; Present Perfect; Passive; Future and Modals; Imperative; "There" and "It"; Verb Forms; Auxiliary Verbs; Negatives; Questions; "To" and "-ing"; Reported Speech; "Get" and "Go";…

Since critical thinking is given a prominent place in language study, English education should be concerned with analyzing propaganda, not promoting it. In 1937 the Institute for Propaganda Analysis was founded to combat the prolific rise of propaganda in the U.S. Since then many modifications have grown out of the continuing studies of critical…

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)