In order to support an argument for the teaching of grammar in a writing class, this report first summarizes the descriptive studies done by Kellogg Hunt in 1965 and 1970, and the comparative studies done by John Mellon and Frank O'Hare in 1969 and 1973. The second part of the report consists of five workshop handouts about the following topics: (1) prepositional phrases, compounding, and ellipsis; (2) the four variations of the basic sentence pattern; (3) subordinate clauses; (4) gerunds and gerundives; and (5) appositives. Also presented in the second part is a sequential studies done by John Mellon and Frank O'Hare in 1969 and 1973. The second part of the report consists of five curriculum for grades 3 through 12 outlining the skills and concepts to be learned at each stage of a child's development. The final section of the paper reports on a study, the results of which indicated a connection between knowledge of grammar and students' ability to write when the method used to teach grammar is geared to improving writing skills. The report concludes that results of pretests and posttests involving revising a passage of writing support the assertion that the method used to teach grammar can affect students' ability to write. (SRT)