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- W2135318153 abstract "For many students, grammar represents a baffling set of capricious rules wielded by sadistic English teachers for the sole purpose of making their lives miserable. To combat this misconception and to dispel the mystery and empower students with the ability to use the conventions of standard written English, a series of student projects, called Mini-Lessons, can be effective. In this proceis, students collaborate in groups of 2 to 4 to investigate and present to their peers an aspect of grammar. They fashion a 1-2 page handout that translates the language of handbooks into their own vernacular to be distributed and presented. Following the final Mechanics Mini-Lesson presentation, a title contest is held, a cover page is fashioned, and the handouts are bound to publish the students' own handbook. Several positive results are engendered. The process compels students to find the meaning behind the concepts. Further, students become self-educators because they learn that grammar is not under the sole jurisdiction of English teachers: this same information is available from their own investigation. Finally, because they internalize and master language conventions, students gain confidence that the presentation of their information will not interfere with what it is that they have to say. (CR) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************" @default.
- W2135318153 created "2016-06-24" @default.
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- W2135318153 date "1995-03-01" @default.
- W2135318153 modified "2023-09-27" @default.
- W2135318153 title "How to Teach Grammar/Whether to Teach Grammar--The Pendulum Rests: The Effects of Student Investigation and Collaboration on Formal Grammar Instruction in the Composition Classroom." @default.
- W2135318153 hasPublicationYear "1995" @default.
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