Table of Contents

Contents

Preface

1. Introduction: "Grammar Wars" and Beyond, Terry Locke

Part I: The "Grammar Wars" in context

2. Blowin’ in the wind: English grammar in United States schools, Martha Kolln and Craig Hancock

3. The problematics of prescribing grammatical knowledge: The case in England, Urszula Clark

4. The Grammar Wars in Australia, Frances Christie

5. Knowledge about language in the English classroom: A Scottish perspective, Graeme Trousdale

Part II: The effectiveness of grammar teaching: The research record

6. Teaching sentence-level grammar for writing: The evidence so far, Richard Andrews

7. Explicit teaching of grammar: Does it help students to become better writers?, Amos van Gelderen

8. Ways of knowing: Writing with grammar in mind, Debra Myhill

Part III: Into the classroom: Integrating knowledge about language with learning

9. "Language as a system of meaning potential": The reading and design of verbal texts, Hilary Janks

10. Discovering a metalanguage for all seasons: Bringing literary language in from the cold , Terry Locke

11. Scaffolding grammar instruction for writers and writing, Constance Weaver

12. Primary school children learning grammar: Rethinking the possibilities, Ruth French

Section IV: Beyond print: A metalanguage for multimodal texts

13. A grammar for meaning-making, Gunther Kress

14. Schemas for meaning-making and multimodal texts, Anne Cloonan, Mary Kalantzis and Bill Cope

15. Resourcing multimodal literacy pedagogy: Towards a description of the meaning-making resources of language-image interaction, Len Unsworth

16. Rules of grammar, rules of play: Computer games, literacy, and literature, Andrew Burn

List of Contributors

About the Author

Terry Locke is Professor of Education and Chair of the Department of Arts and Language Education in the School of Education, University of Waikato, New Zealand.