Problem of Grammar: A Teacher's Journey

Abstract

Over the years, many teachers have abandoned teaching grammar due to its inability to improve student writing. However, students are still being held responsible for the knowledge on state tests as well as in college. The problem of how to address the growing problem of grammar instruction in a more efficient and effective manner has been addressed by experts in the field, Constance Weaver, Jeff Anderson, and Harry Noden, who have been touting the benefits of in-context grammar instruction for years. In-context grammar instruction means to use student reading and writing to teach the conventions of grammar. This study investigates the effects of using this method of grammar instruction an inner-city charter school for 7th through 12th grade children with ADD, ADHD, and Asperger's Syndrome. This study used primarily qualitative data to show that students were more motivated to write and their attitude toward the act of writing was improved by this manner of instruction over the course of a year. In conclusion, while students showed minimal improvement in regards to mechanics, their content showed great improvement and students were more willing to attempt the process of writing, specifically drafting and revision. More research needs to be done with this method of grammar instruction, especially taught by teachers experienced with in-context grammar and over a longer period of time, to provide a more definitive answer about its effectiveness in teaching grammar.