Hdl Handle:
http://hdl.handle.net/10675.2/602109
Title:
Does Teaching Grammar Lead To Better Writing? Questions from Evolving Writers and Teachers
Authors:
Osburn, Curtis
Abstract:
As a prospective English teacher, I have formulated the following research question for my project: Does the study of grammar lead to better writing? Specifically, my project examines whether or not the study of descriptive grammar (grammar defining the syntactical structures of the language) improves writing. My paper 1) contextualizes my research question within recent linguistic/pedagogical research and 2) explains the results of a grammar-in-context experiment I conducted using my own writing as data. In this experiment, I analyzed the effectiveness of my writing and utilized skills gained in my grammar class to correct and enhance them. Writing contains two phases: Invention and editing. Based on research and the findings from this experiment I concluded that the initial process of writing relies primarily on the writer’s intrinsic understanding of language and that grammar studies possess the capacity to help writers mostly in the editing phase. I believe this conclusion possesses important implications for teachers. Based on this project, I believe that grammar-in-context exercises during the editing phase can lead students to identify their own writing patterns and build the intuitive knowledge necessary to better communicate their thoughts. I intend to demonstrate how I utilized in-context grammar exercises during the presentation.
Affiliation:
Department of English and Foreign Languages
Issue Date:
Mar-2016
URI:
http://hdl.handle.net/10675.2/602109
Type:
Presentation
Language:
en_US
Description:
Presentation given at the 17th Annual Phi Kappa Phi Student Research and Fine Arts Conference
Appears in Collections:
17th Annual Phi Kappa Phi Student Research and Fine Arts Conference: Oral Symposia I

Full metadata record

DC FieldValue Language
dc.contributor.authorOsburn, Curtisen
dc.date.accessioned2016-03-17T19:34:09Zen
dc.date.available2016-03-17T19:34:09Zen
dc.date.issued2016-03en
dc.identifier.urihttp://hdl.handle.net/10675.2/602109en
dc.descriptionPresentation given at the 17th Annual Phi Kappa Phi Student Research and Fine Arts Conferenceen
dc.description.abstractAs a prospective English teacher, I have formulated the following research question for my project: Does the study of grammar lead to better writing? Specifically, my project examines whether or not the study of descriptive grammar (grammar defining the syntactical structures of the language) improves writing. My paper 1) contextualizes my research question within recent linguistic/pedagogical research and 2) explains the results of a grammar-in-context experiment I conducted using my own writing as data. In this experiment, I analyzed the effectiveness of my writing and utilized skills gained in my grammar class to correct and enhance them. Writing contains two phases: Invention and editing. Based on research and the findings from this experiment I concluded that the initial process of writing relies primarily on the writer’s intrinsic understanding of language and that grammar studies possess the capacity to help writers mostly in the editing phase. I believe this conclusion possesses important implications for teachers. Based on this project, I believe that grammar-in-context exercises during the editing phase can lead students to identify their own writing patterns and build the intuitive knowledge necessary to better communicate their thoughts. I intend to demonstrate how I utilized in-context grammar exercises during the presentation.en
dc.language.isoen_USen
dc.subjectTeachingen
dc.subjectGrammaren
dc.subjectWritingen
dc.titleDoes Teaching Grammar Lead To Better Writing? Questions from Evolving Writers and Teachersen_US
dc.typePresentationen
dc.contributor.departmentDepartment of English and Foreign Languagesen
dc.description.advisorHeckman, Christinaen
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