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a developmental perspective on the relationship between.doc

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a developmental perspective on the relationship between

Submitted to the Journal of Basic Writing A Developmental Perspective on the Relationship between Grammar and Text James M. Kenkel Department of English Eastern Kentucky University 521 Lancaster Ave. Richmond, KY 40475 Tel. 859-622-3177 e-mail: jim.kenkel@ Robert Yates Department of English Central Missouri State University Warrensburg, Missouri 64093 tel: 660-543-8741 ryates@ A Developmental Perspective on the Relationship between Grammar and Text As university professors who teach writing and the required grammar course to pre-service English teachers, we have had an ongoing concern about the kind of knowledge teachers need to have about grammar and about how that knowledge should inform classroom teaching. As linguists, we have long recognized the shortcomings of traditional grammar (TG). Of course, we know that this concern is not new. From the 1920s through the early 1960s there were repeated calls by linguists to abandon TG descriptions in favor of more linguistic ones. The linguistic critique emphasized that descriptions of English offered by TG have significant shortcomings: TG’s terminology is confusing, and more importantly, TG’s definitions do not reflect what native speakers of the language actually know. In the last twenty years, there have been renewed attempts to reform English grammar teaching using insights from linguistics. Robert DeBeaugrande and Rei Noguchi have offered new insights into the relation between the tacit grammatical knowledge possessed by all native speakers and the use of standard English. This work definitely represents a step forward in the teaching of grammar. However, we need to do more than show students that they possess a complex knowledge of grammar that they can apply to common sentence-level issues. We need a developmental perspective on why students write the non-standard forms that they do. A developmental perspective is important because the best teaching practices begin with what students know and proceed to what