Teaching Grammar: A Reader and Workbook / Edition 1

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This thorough yet brief book surveys the issues raised by teaching grammar in the context of writing and gives readers tools to evaluate the grammar of student writing. Teaching Grammar promotes the idea that grammar is best taught in the context of student writing. In a jargon-free manner, Hagemann shows pre-service teachers how to teach grammar and evaluate student writing and how sociolinguistic and rhetorical theories can inform grammar pedagogy. In an era where language minority students are present in our classrooms, Hagemann demonstrates how they will benefit from special teaching strategies. For those beginning a career teaching English or language arts at the elementary, middle and high school levels.

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Product Details

  • ISBN-13: 9780205343867
  • Publisher: Pearson
  • Publication date: 11/14/2002
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 256
  • Product dimensions: 6.92 (w) x 8.89 (h) x 0.70 (d)

Table of Contents


Table of Contents.

List of Figures.


Debating the Grammar Curriculum.

Defining Grammar.

Defining Grammar.

Reading: Harvey A. Daniels, “Nine Ideas about Language.”

Challenging Traditional Grammar.

Traditional Grammar.

Structuralist and Transformational-Generative Grammars.

Reading: Nancy G. Patterson, “Just the Facts: Research and Theory about Grammar Instruction.”

Contextualizing Grammar.

In the Context of Language Study.

The Language Exploration and Awareness Program.

In the Context of Literacy.

The Status of Standard English.

Reading: Larry Andrews, “Language Awareness: The Whole Elephant.”

Reading: Constance Weaver, Carol McNally, and Sharon Moerman, “To Grammar or Not to Grammar: That Is Not the Question!”

Responding to Student Writing.

Evaluating Student Writing.

Language Learning Strategies.

Writing Instruction that Develops Rhetorical Judgment\Evaluating Student Writing.

Reading: Richard Straub, “Guidelines for Responding to Student Writing.”

Understanding “Error.”

Competence Errors and Performance Errors.

The Inevitability of Errors.

The Contextual Nature of Errors.

Helping Students Become Independent Self-Editors.

Reading: Barry M. Kroll and John C. Schafer, “Error-Analysis and the Teaching of Composition.”

Reading: Lois Matz Rosen, “Developing Correctness in Student Writing: Alternatives to the Error Hunt.”

Connecting Grammar and Rhetoric.

Understanding Oral and Written Language.


Distinguishing Between Oral and Written Language.

Developing Pragmatic and Literate Understanding.

Basic Writers.

Reading: Walt Wolfram, Carolyn Temple Adger and Donna Christian, “Dialects and Written Language.”

Developing a Sense of Sentences and Their Punctuation.

Why Punctuation Is Hard.

Developing a Sense of Punctuation.

The Punctuation of Adult Basic Writers.

Reading: Rei N. Noguchi, áRun-ons, Comma Splices and Native-Speaker Abilities.”

Developing More Complex Sentences.

Transformational-Generative Grammars Model of Sentence Transformations.

Hunts Research on Syntactic Complexity.

Sentence Combining Exercises.

Christensens Analysis of Modern Style.

Rhetorical Grammar.

Reading: Martha Kolln and Robert Funk, “Rhetorical Grammar.”

Working with Language Minority Writers.

Working with Language Minority Students—Popular English Speakers.

Language Minority Students.

Linguistic Sensitivity in the Classroom.

Contrastive Analysis.

Reading: Julie Hagemann, “Bridge from Home to School: Helping Working Class Students Acquire School Literacy.”

Working with Language Minority Students—English Language Learners.

English Language Learners (ELLs).

Learning a Second Language.

The Development of Writing.

Helping Fluent Bilinguals in Mainstream Classrooms.

Reading: Dana Ferris, “Teaching Students to Self-Edit.”

Student Writing.

Jasmine, “Something Tasty.”

The Kitchen Descriptions.

The Important Day Stories.

The In-Class Essays.

The Creativity Papers.



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