pedagogy is an altogether different matter. Too often, it is presented as a fossil-
ized system that, ironically, is antithetical to what process is actually about.
When we consider the three textbooks previously mentioned—Houghton
Mifflin’sEnglish(Rueda et al., 2001), Holt’sElements of Language(Odell, et
al., 2001), and Glencoe/McGraw-Hill’sWriter’s Choice(2001)—we find that
they offer some process pedagogy, but little of it relates grammar instruction to
writing as outlined in this section.Englishhas an overview of process followed
by a discussion of “grammar, usage, and mechanics,” but this material obvi-
ously does not include any discussion of methodology, and it does not offer stu-
dents many effective strategies for improving their understanding of grammar
while improving their writing. The teacher’s edition discusses process primar-
ily as a concept and has few practical suggestions related to intervention tech-
niques. BothWriter’s ChoiceandElementslink grammar and writing by
asking students to analyze sentences. Thus, they are very traditional and dis-
play little understanding of the principles that underlie the literac y approach.
Writer’s Choicedoes link reading, writing, and grammar, but in a traditional
way. For example, students are asked to read excerpts from novels with the aim
of using them as models to make their writing interesting. This exercise would
make sense only if students were writing novels. It makes no sense whatsoever
for students who are writing essays. The opportunity to use these reading activ-
ities to learn grammar indirectly is never pursued. The result is a treatment of
reading and writing that is thoroughly traditional.
The Blended Approach
The two approaches discussed are not in conflict; they merely apply different
emphases to the task of teaching grammar. Both have much to offer as a means
of developing best practices for teaching grammar in the context of language
study and literacy. For this reason, my recommendation is for what I call the
blended approach,which combines linguistics and literacy. The blended ap-
proach recognizes that grammar is a tool that allows teachers and students to
talk more effectively about language in general and writing in particular. Al-
though grammar has intrinsic value, the pedagogical focus of our schools is on
improving writing; consequently, grammar study cannot be dropped from the
curriculum, nor can it be separated from writing and considered a separate sub-
ject. At the same time, the blended approach is based on the understanding that
students must be motivated to learn grammar before they can apply it to any-
thing other than ultimately useless drills and exercises. It therefore emphasizes
the social and psychological aspects of grammar by engaging students in ob-
46 CHAPTER 2