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| D'Eloia, Sarah | 1 |
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| Sklar, Elizabeth S. | 1 |
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Peer reviewedSklar, Elizabeth S. – College Composition and Communication, 1988
Examines the rule that indefinite pronouns (everyone, anybody, each, someone, nobody) take singular verbs and singular pronouns for agreement. Explores its past, proposes a revision of the rule, and suggests modifications in its application based on analysis of its actual use in English. (SR)
Descriptors: Higher Education, Language Research, Pronouns, Standard Spoken Usage
Peer reviewedD'Eloia, Sarah – Journal of Basic Writing, 1977
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)
Descriptors: English Instruction, Grammar, Higher Education, Sentence Structure
Peer reviewedBassett, Patrick F. – NASSP Bulletin, 1980
The author makes a case for teaching traditional prescriptive grammar for 10 weeks at the beginning of the tenth grade. (JM)
Descriptors: English Instruction, Grammar, Kernel Sentences, Secondary Education
Peer reviewedUlin, Richard O.; Schlerman, Betty Jane – High School Journal, 1978
The authors review studies which suggest that sentence combining exercises might improve composition in ways that traditional grammar has long been alleged to do, particularly in the areas of sentence structure, usage, ideas, and style. Implications are drawn for grammar instruction in the middle school. (Author/SJL)
Descriptors: Educational Theories, Grammar, Middle Schools, Relevance (Education)
Peer reviewedMamchur, Carolyn – English Journal, 1984
Describes a teaching method that uses the student's growing need to use the language as motivation. (CRH)
Descriptors: Adjectives, Language Usage, Literature Appreciation, Motivation Techniques
