Table of Contents

Contents

Preface

1. Introduction: "Grammar Wars" and beyond

2. Terry Locke

   Part I: The "Grammar Wars" in context

3. Blowin' in the wind: English grammar in United States schools.

4. Martha Kolln and Craig Hancock

5. The problematics of prescribing grammatical knowledge: The case in England

6. Urszula Clark

7. The Grammar Wars in Australia

8. Frances Christie

9. Knowledge about language in the English classroom: A Scottish perspective

10. Graeme Trousdale

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

11. Teaching sentence-level grammar for writing: The evidence so far

12. Richard Andrews

13. Explicit teaching of grammar: Does it help students to become better writers?

14. Amos van Gelderen

15. Ways of knowing: Writing with grammar in mind

16. Debra Myhill

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

17. "Language as a system of meaning potential": The reading and design of verbal texts

18. Hilary Janks

19. Discovering a metalanguage for all seasons: Bringing literary language in from the cold

20. Terry Locke

21. Scaffolding grammar instruction for writers and writing

22. Constance Weaver

23. Primary school children learning grammar: Rethinking the possibilities

24. Ruth French

    Section IV: Beyond print: A metalanguage for multimodal texts

25. A grammar for meaning-making

26. Gunther Kress

27. Schemas for meaning-making and multimodal texts

28. Anne Cloonan, Mary Kalantzis and Bill Cope

29. Resourcing multimodal literacy pedagogy: Towards a description of the meaning-making resources of language-image interaction

30. Len Unsworth

31. 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.