000			02152cam a2200229 a 4500
999			_c12977 _d12977
001			33862316
008			951121s1996 nhua b 001 0 eng
010			_a95050512
020			_a0867093757 (acidfree paper)
020			_a9780867093759 (acidfree paper)
040			_aDLC _beng _cDLC _dTHM _dBAKER _dYDXCP _dBTCTA _dUBC _dDEBBG _dBDX _dCTB _dGBVCP _dOCLCF
050	0	0	_aPE1065 _b.W345 1996
082			_222 _a428.007
100	1		_aWeaver, Constance.
245	1	0	_aTeaching grammar in context / _cConstance Weaver.
260			_aPortsmouth, NH : _bBoynton/Cook Publishers, _cc1996.
300			_axiv, 288 p. : _bill. ; _c24 cm.
520			_aWith 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 that 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. 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. 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, were grammar is taught most intensively.
650		0	_aEnglish language _xGrammar _xStudy and teaching.
650		0	_aEnglish language _xGrammar _xStudy and teaching (Secondary)
942			_2ddc _cBK