What Research Tells Us About Teaching Grammar

Michael W. Smith; Jeff Wilhelm

What Research Tells Us About Teaching Grammar

Michael W. Smith, Jeff Wilhelm

Writing Studies Department

Research output: Contribution to journal › Article › peer-review

Abstract

The authors offer research studies and other documented evidence that teaching grammar without a meaningful context does not improve student writing, largely because that approach does not address the root causes of errors. Several resources that support this position and offer more productive strategies are summarized, including the authors’ forthcoming book.

Original language	American English
Journal	Voices from the Middle
State	Published - 1 May 2006

Keywords

middle
secondary

EGS Disciplines

English Language and Literature

Cite this

@article{57f823af51284626a77a241ae25e930b,

title = "What Research Tells Us About Teaching Grammar",

abstract = " The authors offer research studies and other documented evidence that teaching grammar without a meaningful context does not improve student writing, largely because that approach does not address the root causes of errors. Several resources that support this position and offer more productive strategies are summarized, including the authors{\textquoteright} forthcoming book.",

keywords = "middle, secondary",

author = "Smith, {Michael W.} and Jeff Wilhelm",

year = "2006",

month = may,

day = "1",

language = "American English",

}

TY - JOUR

T1 - What Research Tells Us About Teaching Grammar

AU - Smith, Michael W.

AU - Wilhelm, Jeff

PY - 2006/5/1

Y1 - 2006/5/1

N2 - The authors offer research studies and other documented evidence that teaching grammar without a meaningful context does not improve student writing, largely because that approach does not address the root causes of errors. Several resources that support this position and offer more productive strategies are summarized, including the authors’ forthcoming book.

AB - The authors offer research studies and other documented evidence that teaching grammar without a meaningful context does not improve student writing, largely because that approach does not address the root causes of errors. Several resources that support this position and offer more productive strategies are summarized, including the authors’ forthcoming book.

KW - middle

KW - secondary

UR - https://scholarworks.boisestate.edu/english_facpubs/164

M3 - Article

JO - Voices from the Middle

JF - Voices from the Middle

ER -

What Research Tells Us About Teaching Grammar

Abstract

Keywords

EGS Disciplines

Other files and links

Fingerprint

Cite this