Hostname: page-component-848d4c4894-v5vhk Total loading time: 0 Render date: 2024-06-15T17:29:11.932Z Has data issue: false hasContentIssue false

Marginalizing grammar

Published online by Cambridge University Press:  17 October 2008

Abstract

An account of how grammar is being marginalized in the American university English curriculum.

Type
Research Article
Copyright
Copyright © Cambridge University Press 1999

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Battenburg, John. 1995. “Linguistics in the English Department: Irreconcilable Differences?” In English Today 11.3 (07): 4043.CrossRefGoogle Scholar
Braddock, Richard, Lloyd-Jones, Richard & Schoer, Lowell. 1963. Research in Written Composition. Champaign, IL: NCTE.Google Scholar
Brosnahan, Irene, & Neuleib, Janice. "Teaching Grammar Affectively: Learning to Like Grammar." In The Place of Grammar in Writing Instruction, Susan, Hunter & Ray, Wallace, eds. 204212.Google Scholar
Buck, R. A. 1998. “Grammar and Critical Thinking.” In California English 3.3 (Spring): 1416.Google Scholar
Cameron, Deborah. 1997. “Sparing the Rod: What Teachers Need to Know about Grammar.” In Changing English 4.2 (10): 229239.CrossRefGoogle Scholar
Hillocks, George Jr., 1986. Research on Written Composition. Urbana, IL: National Council on Research in English.Google Scholar
Hunter, Susan & Wallace, Ray, eds. 1995. The Place of Grammar in Writing Instruction. Portsmouth, NH: Boynton/Cook.Google Scholar
Kolln, Martha. 1981. “Closing the Books on Alchemy.” In College Composition and Communication 32: 139–51.CrossRefGoogle Scholar
Kolln, Martha & Funk, Robert. 1998. Understanding English Grammar. 5th edn.Boston: Allyn & Bacon.Google Scholar
Long, Steven H. 1996. “Why Johnny (or Joanne) Can't Parse.” In American Journal of Speech-Language Pathology 5.2 (05): 3542.CrossRefGoogle Scholar