The Connection between Grammar and Writing
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I am trying to build a bibliography about research on the teaching of L1
grammar and its effects (if any) on their writing. I should be grateful for
any additions to the following list, which I have organised under a number
of questions. I am very much aware of my bibliography's narrow base in L1
English teaching in the UK and USA; I'm sure there must be relevant
research in other countries and on other languages.
It seems to be important to distinguish between two approaches to grammar
a. By 'grammatical analysis' I mean the formal and explicit analysis of
grammatical structure (syntax, morphology or lexical relations).
b. By 'grammatical exercises' I mean exercises in the manipulation of
grammatical structures such as 'sentence combining', without any explicit
analysis of structure.
The following classification is necessarily crude, but may also
misrepresent the intentions of the authors concerned, so I shall be pleased
to receive corrections.
I plan to revise this bibliography in the light of feedback, and then I'll
reissue it with full details.
Q1. Can children learn to do grammatical analysis if it's taught well?
No: Cawley 1957, ; Macauley 1947
Yes: Bateman and Zidonis 1966, ; Elley 1994, ; Harris 1962, ; Herriman
1994, ; Kennedy and Larson 1969, ; Mellon 1969, ; Tomlinson 1994
Q2. Do grammatical exercises improve writing?
Yes: Hillocks 1986, ; Mellon 1969, ; O'Hare 1973
Q3. Does grammatical analysis improve writing when done as a separate
No: Cawley 1957, ; Elley 1994, ; Harris 1962, ; Hillocks 1986, ; Weaver 1996
Yes: Bateman and Zidonis 1966, ; Heap 1991, ; Herriman 1994, ; Mason and
Mason 1997, ; Mason, Mason, and Quayle 1992
Q4. Does grammatical analysis improve writing when integrated with writing
No: Elley 1994
Yes: QCA 1998, ; Weaver 1996
Richard (= Dick) Hudson
Phonetics and Linguistics, University College London,
Gower Street, London WC1E 6BT.
+44(0)20 7679 3152; fax +44(0)20 7383 4108;
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