Analytical Essay

Cristina Vera González
Language IX
Crystal Hickerson
27 May 2009

How To Teach Grammar

Sheila Wright, Robin Albretch, Morgan Blanton, and Stephanie Bogaert, in their “Strategies for Teaching Grammar in Context”, argue that “the most effective way to teach grammar is by teaching it in the contexts of students’ own writing”. After reading and analyzing their argument, I shall argue that, eventhough they base their opinions on different authors’ statements, which are not totally reliable since there is not information provided about who those authors are and also about their occupations, they provide a compelling argument based on research and tips for teachers which explains that teaching grammar in context is more effective than teaching it in isolation.

In order to develop their statement for the teaching of grammar within the context where students are writing, the authors, after gathering information provided by other authors, they support their idea by including implications of their theory, including strategies and advice for teachers such as conferencing and teaching minilessons. Further concern is found in the fact that teachers may be interested to know what this grammar into practice would look like in their own classrooms in order to know how students’ authentic writing work in class, since teaching grammar in this way “is the key for transferring the knowledge into their own writing.” Finally, the authors agree on the idea that, after researching formal and informal grammar, both types should be taught within students’ contexts.

What makes these findings more reliable in terms of teachers’ needs according to what the authors point out, is that based on the research they did, they give teachers recommendations in order to make the process more meaningful. They say that teaching grammar in context can be done by “conferencing and teaching minilessons basedon authentic students’ writing.” They also claim that this process work depending on the students’ needs. They advice teachers to conference with students about their writing skills, then, after have gathered enough information; they would be able to use it for minilessons which mean a real benefit for students in terms of the feedback that they can receive.


Even though the authors support their statement with different and very strong thoughts from other authors, in terms of evidence, they fail to show studies or figures which may help the readers understand why it is more udeful and more effective to teach grammar in context that teaching it in isolation.

While I think that this is a reasonable concern for teachers to as themselves why is it more effective to teach grammar in context that teaching it in isolation as the authors of this article state, I do not think that this is a reliable enough work where people can find reasons and relevant evidence for what the authors argue. Nonetheless, the information provided by the other authors existent in the text, opens a space for critical thinking and further discussion and research.

So, even if one thinks that the authors are a bit careless on the quality of their research, I think that they put the effort on discussing and providing information from other authors which support their idea on teaching grammar in context for developing students’ writing skills, althought they should have shown research done in school to demonstrate how effective is what they state.

References:

Wright, S. et, al. “Strategies for Teaching Grammar in Context.” UNCC (June, 2006).