Table of Contents

ContentsPreface1. Introduction: "Grammar Wars" and Beyond, Terry Locke Part I: The "Grammar Wars" in context2. 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 Christie5. Knowledge about language in the English classroom: A Scottish perspective, Graeme Trousdale Part II: The effectiveness of grammar teaching: The research record6. 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 Gelderen8. Ways of knowing: Writing with grammar in mind, Debra Myhill Part III: Into the classroom: Integrating knowledge about language with learning9. "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 Locke11. Scaffolding grammar instruction for writers and writing, Constance Weaver12. Primary school children learning grammar: Rethinking the possibilities, Ruth French Section IV: Beyond print: A metalanguage for multimodal texts13. A grammar for meaning-making, Gunther Kress 14. Schemas for meaning-making and multimodal texts, Anne Cloonan, Mary Kalantzis and Bill Cope15. Resourcing multimodal literacy pedagogy: Towards a description of the meaning-making resources of language-image interaction, Len Unsworth16. 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.