An appeal for a reappraisal of the role of linguistics and traditional grammar in the secondary school is made in this article. A case is made for a return to traditional grammar in the teaching of English at all levels prior to graduate school. Five writing models with student assignments based on creative imitation illustrate the kind of stylistic achievement which is attainable with the use of traditional grammar. The importance and possibility of achieving good literary style and punctuation habits through grammar study are stressed in contrast with the limitations of linguistics in this domain. Structural linguistics in the classroom is criticized for its lack of simplicity, consistency, and stability. (AF)