— [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.
"Making meaning with grammar: A repertoire of possibilities," by Debra Myhill, Helen Lines and Annabel Watson, 2011, PDF ::
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•  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.
•  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.
•  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.
•  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.