Effects of Combining Foundational Grammar Instruction with Inclusion Strategies on Student Writing
Kayla N. Jungermann♦
Dr. Barbara Price and Dr. Robert Martin, Faculty Mentors
English teachers tend to approach grammar instruction in a way that requires students to memorize parts of speech and types of clauses, and then identify them. While they may learn this content, students are passive, reluctant to participate during instruction, and have difficulty seeing the relevance of the instruction. Focusing on College Prep I courses containing juniors and seniors, this research will explore the effects of including practical applications of grammar as mini-lessons, in addition to the short, daily grammar activities provided by the English department, on student writing. Students will be assessed using grammar quizzes as well as student writing included in department curriculum. The presentation will focus on the strategies used to increase correct and appropriate grammar usage and the results of instruction on student writing.
Keywords: Education, Secondary Student Writing, Grammar
Presentation Type: Oral Paper
Location: VH 1000