English Teaching: Practice and Critique
Ways of knowing: Writing with grammar in mind
Volume 4 Number 3 December 2005
Debra Myhill (Graduate School of Education, University of Exeter)
In the international context of concerns about
standards in writing, this article addresses the role of grammar in the
teaching of writing. It considers both current and historical
perspectives on the teaching of grammar and offers a critique of
research which attempts to determine the impact of grammar teaching on
writing, but which does not investigate how the grammar teaching was
pedagogically linked to teaching writing. The article argues that there
has never been a critical theorisation of how grammar might support the
development of writing, and thus there has been very limited research
which has explored this relationship. Drawing on the findings of
a current research enquiry, the article offers a possible theorisation
for a pedagogically robust role for grammar in the teaching of
writing.