— [http://goo.gl/fPcVWS] In most Anglo-phone countries, the rigid exercises, parsing and grammar drills of the 1950s were abandoned in the progressive 1960s_______________________because of a dramatic loss of faith in the value of grammar amongst the profession.
:: RT: Making meaning with grammar ▶ http://goo.gl/0oi2VC ◀ In many ways, the decision to abandon grammar on the grounds that it makes no difference to children’s language capacities seems wise on the basis of research evidence. Research has tended to focus on whether explicit learning of grammar benefits children’s writing and the results appear to be conclusively negative. ↠ #Education #Pedagogy #Grammar #Writing #Linguistics #MakingMeaningWithGrammar
The US practice of sentence-combining, an activity in which young writers are shown different ways to combine simple sentences into more sophisticated sentences, using varieties of subordination and conjunction has been the focus of numerous studies.
— The sentence-combining debate is interesting because it raises important questions about the link between grammar and writing, and about teaching strategies which help writers to develop a repertoire of linguistic structures which might support their writing development ::
"Making meaning with grammar: A repertoire of possibilities," by Debra Myhill, Helen Lines and Annabel Watson, 2011, PDF ::
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REFERENCES :
• [1] MYHILL, D. A. (2011a) ‘Grammar for designers: how grammar supports the development of writing’, in S. Ellis, E. McCartney and J. Bourne (Eds.) Insight and Impact: Applied Linguistics and the Primary School. Cambridge: Cambridge University Press, pp. 81–92.
• [2] MYHILL, D. A. (2011b) ‘The ordeal of deliberate choice: metalinguistic development in secondary writers’, in V. Berninger (Ed.) Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology. New York: Psychology Press/Taylor Francis Group, pp. 247–274.
• [3] MYHILL, D. A. and JONES, S. M. (2011) ‘Policing grammar: the place of grammar in literacy policy’, in A. Goodwyn and C. Fuller (Eds.) The Literacy Game. London: Routledge, pp. 45–62.
• [4] MYHILL, D. A., JONES, S. M., LINES, H. and WATSON, A. (2012) Re-thinking grammar: the impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education, 27.2, pp. 139–166.
• [1] MYHILL, D. A. (2011a) ‘Grammar for designers: how grammar supports the development of writing’, in S. Ellis, E. McCartney and J. Bourne (Eds.) Insight and Impact: Applied Linguistics and the Primary School. Cambridge: Cambridge University Press, pp. 81–92.
• [2] MYHILL, D. A. (2011b) ‘The ordeal of deliberate choice: metalinguistic development in secondary writers’, in V. Berninger (Ed.) Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology. New York: Psychology Press/Taylor Francis Group, pp. 247–274.
• [3] MYHILL, D. A. and JONES, S. M. (2011) ‘Policing grammar: the place of grammar in literacy policy’, in A. Goodwyn and C. Fuller (Eds.) The Literacy Game. London: Routledge, pp. 45–62.
• [4] MYHILL, D. A., JONES, S. M., LINES, H. and WATSON, A. (2012) Re-thinking grammar: the impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding. Research Papers in Education, 27.2, pp. 139–166.
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