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Teaching Grammar in Context, by Constance Weaver
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More than fifteen years ago, Constance Weaver's Grammar for Teachers (NCTE, 1979) broke new ground by responding to widespread concern about the place of grammar in the curriculum. Suggesting that teachers need to know key aspects of grammar in order to teach writing more effectively, Weaver also argued that students need to be guided in learning and applying grammatical concepts as they revise and edit their writing. Attention to sentence structure and mechanics during the process of writing would result in better products.
With Teaching Grammar in Context, Weaver extends her philosophy by offering teachers a rationale and practical ideas for teaching grammar not in isolation but in the context of writing. She begins by introducing some common meanings of "grammar" and provides a historical overview of traditional reasons for teaching grammar as a school subject. After examining those reasons, she questions them, citing decades of research which suggests that grammar taught in isolation has little, if any, effect on most students' writing.
To lay the groundwork for a more effective approach, Weaver considers how preschoolers learn the basic structures of their native language and how second-language grammar is acquired. She goes on to suggest a research-based perspective on the concept of error and on the writing "errors" our students make, concluding with practical alternatives to what Lois Rosen has dubbed "the error hunt." Equally useful is Weaver's examination of the aspects of grammar on which we might focus as we guide our students in writing and revising sentences and in editing selected pieces. Her final chapter addresses the teaching of grammar from the perspective of learning theory.
The appendix includes numerous sample lessons from Weaver's own teaching, illustrating the five broad topics suggested in the text:
- teaching concepts of subject, verb, clause, sentence, and related editing concepts
- teaching style through sentence combining and generating
- teaching sentence sense and style through manipulation of syntactic elements
- teaching the power of dialects and dialects of power
- teaching punctuation and mechanics for convention, clarity, and style.
Teaching Grammar in Context fills a long-standing gap in the literature on teaching writing. It will prove invaluable to all practicing and preservice teachers, especially those at the middle and high school levels, where grammar is taught most intensively.
- Sales Rank: #204332 in Books
- Brand: Brand: Heinemann
- Published on: 1996-02-26
- Released on: 1996-02-26
- Original language: English
- Number of items: 1
- Dimensions: 9.30" h x .59" w x 7.40" l, 1.15 pounds
- Binding: Paperback
- 304 pages
- Used Book in Good Condition
Review
“Weaver shows her growth as a teacher and researcher by bringing new insight and applications to her beliefs. A good book for all teachers who have their students write.”–Writing Teacher
From the Back Cover
With Teaching Grammar in Context, Weaver extends her philosophy by offering teachers a rationale and practical ideas for teaching grammar not in isolation but in the context of writing. She begins by introducing some common meanings of "grammar" and provides a historical overview of traditional reasons for teaching grammar as a school subject. After examining those reasons, she questions them, citing decades of research that suggests that grammar taught in isolation has little, if any, effect on most students' writing. To lay the groundwork for a more effective approach, Weaver considers how preschoolers learn the basic structures of their native language and how second-language grammar is acquired. She goes on to suggest a research-based perspective on the concept of error and on the writing "errors" our students make. Equally useful is Weaver's examination of the aspects of grammar on which we might focus as we guide our students in writing and revising sentences and in editing selected pieces. Her final chapter addresses the teaching of grammar from the perspective of learning theory. Teaching Grammar in Context fills a long-standing gap in the literature on teaching writing. It will prove invaluable to all practicing and preservice teachers, especially those at the middle and high school levels, were grammar is taught most intensively.
About the Author
For more than three decades, Constance Weaver has been one of the fields' leading voices on literacy topics ranging from the reading process to grammar instruction with writing. Reading Process & Practice first appeared in 1988 and became widely known as the most authoritative, comprehensive, and definitive book of its kind. Now available in a Brief Edition, it continues to help teaches define reading in ways that support high-quality instruction. Connie once again led the way with the 1996 publication of the bestselling Teaching Grammar in Context and its companion Lessons to Share on Teaching Grammar in Context. Since then she has expanded and deepened her insights and specific teaching ideas in The Grammar Plan Book and Grammar to Enrich and Enhance Writing. In 1996, the Michigan Council of Teachers of English honored Weaver with the Charles C. Fries award for outstanding leadership in the profession. Connie is the Heckert Professor of Reading and Writing at Miami University , Oxford, Ohio, and Professor Emerita of English at Western Michigan University .
Most helpful customer reviews
141 of 143 people found the following review helpful.
Excellent source for teachers, parents
By CJ, from Kalamazoo, MI
WARNING: This book is NOT a grammar handbook. It is NOT a small-minded diatribe against the deplorable state of education today. It is NOT a frivolous "just let the kids write anyway they want" text either.
Instead, Connie Weaver has created a text that reintroduces sanity to the issue of how to teach grammar, and its kin, writing.
This text clearly explains the history of grammar and how it has been taught in history. It addresses how children learn language (and thus grammar)and what does that mean for the way we teach it.
In particular, she share the overwhelming compelling evidence of numerous studies that we can not teach grammar in isolation through drills and worksheets.
What is then WONDERFUL about this text is that she goes on to show what DOES work in teaching grammar to students. She outlines specific lessons and how and why they work. And, of course, she backs it up with some research from the field.
Anyone who plans on being a teacher in elementary or a language arts teacher in the higher grades should be REQUIRED to read this book. Parents who want to know how their children can benefit from grammar instruction combined with whole language ideals (reading and writing) should read this.
9 of 10 people found the following review helpful.
A Requirement for All English (Language Arts) Teachers!
By Sylviastel
Constance Weaver is a saint in tackling grammar in the classroom with theories and useful techniques. For language arts or English literature instructors and teachers, this book is a requirement in understanding and the development of reading and writing skills.
This book is not for everybody's taste. For those teachers who are struggling in teaching grammar in the classroom, this book can help clarify answers to several questions about grammatical instruction.
2 of 2 people found the following review helpful.
Good book
By Ed Book Consumer
I've not finished it yet, but so far, this book is very insightful into many things vital to the grammar learning of students. A little dry at times, this book, however, helps one to understand issues with grammar as it pertains to student learning.
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