The greatest benefit of transformational grammar lies in helping students to understand and appreciate language but not to use it. (DD)

Explores the usage and grammatical agreement problems of the words "everyone" and "everybody." (HTH)

Knowledge about language is, for most students, a necessary prerequisite to effective use of language. (JH)

A discussion of how one perceive YsI form versus formlessness in discourse." (Author/RD)

Appraised objectively in this article is a 3-year research project that involved experimentation with audiolingual methods in teaching standard English in Freshman English classes at Chaflin College in South Carolina to Negro students who spoke a nonstandard dialect. Prior to a discussion of the effectiveness of using spelling instruction to teach…

Explains the different kinds of faulty complements made with "to be."

Rhetorical grammar analysis encourages students to view writing as a material social practice in which meaning is actively made, rather than passively relayed or effortlessly produced. The study of rhetorical grammar can demonstrate to students that language does purposeful, consequential work in the world--work that can be learned and applied.

Argues that as long as classroom grammar is couched in vague or technical terms, it is not "basic" enough to help students with genuine literacy problems. Discusses how the grammar of students' speech can be sufficient for students' writing when properly brought to their conscious attention. (HTH)

Echoes Robert J. Conners' call for a reexamination of sentence pedagogies in composition teaching. Offers an explanation of the unsolved mystery of why sentence combining improves student writing, using insights provided by work in contemporary research in linguistics and in language processing. Argues that educators invite words and phrases, the…

The authors note the existence of a passive'' grammar, similar to a passive vocabulary, and urge teachers to develop their grammar in the speaking and writing of their students. (MM)

Readers and authors respond and reply to former articles on the teaching of grammar in the composition classroom and computer assisted instruction and the writing process. (HOD)