Teaching Grammar in Context

by Constance Weaver

More than fifteen years ago, Constance Weaver's Grammar for Teachers (NCTE, 1979) broke new ground by responding to widespread concern about the place of grammar in the curriculum. Suggesting that teachers need to know key aspects of grammar in order to teach writing more effectively, Weaver also argued that students need to be guided in learning and applying grammatical concepts as they revise and edit their writing. Attention to sentence structure and mechanics during the process of writing would result in better products. With Teaching Grammar in Context , Weaver extends her philosophy by offering teachers a rationale and practical ideas for teaching grammar not in isolation but in the context of writing. She begins by introducing some common meanings of "grammar" and provides a historical overview of traditional reasons for teaching grammar as a school subject. After examining those reasons, she questions them, citing decades of research which suggests that grammar taught in isolation has little, if any, effect on most students' writing. To lay the groundwork for a more effective approach, Weaver considers how preschoolers learn the basic structures of their native language and how second-language grammar is acquired. She goes on to suggest a research-based perspective on the concept of error and on the writing "errors" our students make, concluding with practical alternatives to what Lois Rosen has dubbed "the error hunt." Equally useful is Weaver's examination of the aspects of grammar on which we might focus as we guide our students in writing and revising sentences and in editing selected pieces. Her final chapter addresses the teaching of grammar from the perspective of learning theory. The appendix includes numerous sample lessons from Weaver's own teaching, illustrating the five broad topics suggested in the Teaching Grammar in Context fills a long-standing gap in the literature on teaching writing. It will prove invaluable to all practicing and preservice teachers, especially those at the middle and high school levels, where grammar is taught most intensively.

Genres: Education, Teaching, Nonfiction, Language, Writing, Academic

304 pages, Paperback

First published February 26, 1996

Reviews

[Anne Hendricks · Rating 3 out of 5]

A useful reference for all graduate students pursuing a English certification.

[Beth · Rating 4 out of 5]

This book is cited in nearly every more recent book I've read that addresses grammar instruction, so I had to read it. Not a read and apply type of teacher book, but it definitely addresses theoretical foundations behind grammar instruction.
It does include some application with sample lessons in the appendix, although if application is really all you want, I would look elsewhere (Jeff Anderson or Janet Angelilo). Still, it was a good read if you want more detailed information on research and theory. The chapter that compares behaviorism with constructivism along with Hunter's lesson design vs. mini-lessons (a la Calkins and Atwell) was fascinating.

[NaTaya Hastings · Rating 1 out of 5]

I really, really dislike Weaver's view on the importance of teaching grammar in schools. I, like Weaver, believe that reading and writing is an incredibly important tool for children learning to write. However, she puts NO premium on learning grammar. She finds it absolutely useless. I do not agree with this outlook. The book has a good section at the back containing potential lesson plans for mini-lessons; these are quite useful if you're going to teach. But otherwise, the book isn't that great. I don't recommend it.

[Jonathan Brammer · Rating 3 out of 5]

Teaching grammar is probably the hardest and most neglected aspect of being a high school English teacher; mainly because it bores the kids and treats language as a set of rules rather than the fluid concept that it really is. Weaver's adherence to Whole Language is problematic, mainly because so many of our students do not speak English at home and therefore do not have equal exposure to the language.

[Patricia · Rating 1 out of 5]

Some of the methods would be helpful in a classroom, but Weaver claims that Whole Language is backed up by linguistics, which I don't believe it truly is. The research she presents is sketchy, as well.

[Lauren · Rating 4 out of 5]

This book bored most of the people I know who have read it. I, however, found it fascinating.

[Elaine · Rating 2 out of 5]

The first half was very droll but the second half gave good insight and ideas for teaching grammar in English classrooms in a way that students can actually use it.

[Laady Sagaa · Rating 4 out of 5]

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