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- W331378863 abstract "A prime purpose of education is the guidance of the majority of our students to a decent level of competency in written expression. The teaching of composition, however, has been a controversial problem for years, and the controversy does not appreciably diminish as time goes on. Many teachers still contend that writing can be taught only through grammar and that basic rules must precede written expression the age-old argument that students must know how to say something before they are in a position to say it. Professional educators have often challenged the validity of such an assertion, for tests have shown no apparent relation between the knowledge of what was grammatical and the ability to write well in prose. Learning how to describe a language is not at all the same as learning how to use language with power and thought. Too often each goes its own way. Consequently, student writing often reflects a shallowness and uselessness the result of a philosophy which forces an artificial dichotomy on the writing process. The quantity of literature on the teaching of grammar suggests that alternative methods have become more extensive in recent years; however, actual research in the field remains limited, inconclusive, and contradictory. This article reviews pertinent research findings in grammar from 1902 to the present." @default.
- W331378863 created "2016-06-24" @default.
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- W331378863 date "1975-01-01" @default.
- W331378863 modified "2023-09-24" @default.
- W331378863 title "Research on Grammar: A Review of Some Pertinent Investigations." @default.
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