The place of grammar within the teaching of writing has long been contested, and a vast body of research has found no correlation between grammar teaching and writing attainment. However, recent studies of contextualized grammar teaching have argued that if grammar input is intrinsically linked to the demands of the writing being taught, a significant positive impact on writing results. This review aims to analyze existing studies of contextualized grammar teaching in the L1 setting. Finally, the review suggests the need to replicate existing studies and explore peer influence in contextualized grammar teaching classes.