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How Does Grammar Improve Children's Confidence In Writing Across The School?

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How does effective teaching of spelling, punctuation and grammar improve children’s confidence in writing across the school?
The teaching of spelling punctuation and grammar has been of particular interest amongst researchers in the recent years. This is perhaps due to the introduction of the new statutory spelling, punctuation and grammar test for the end of Key Stage Two in 2013. There have been several significant debates highlighted within the recent literature around what effective teaching of spelling, punctuation and grammar is. Controversially, the literature highlights a lack of significant evidence for the benefits of explicit teaching of spelling and grammar (Herrington 2015, Andrews 2006) and debates whether the subject should be …show more content…

It is also widely agreed upon by researchers that the teaching of spelling is important in creating efficiency within children’s writing (Patel, 2014, p.4). Contrastingly, however, research in recent years focuses chiefly on the lack of evidence that the explicit teaching of grammar has benefits on the improvement of children’s writing (Myhill 2014, Herrington 2015, Andrews 2006). In a dated yet informative article, Vavra (1996, p.32) highlights the importance of grammar teaching, stating that employers expect their employees to have a high level of literacy. Despite this, however, in Andrews’ significant research (2006) they found that the teaching of formal grammar is ineffective (p.39). Although Andrews’ study does lack in validity, due to the lack of recent research used in the systematic research reviews, the scale of the research is the largest to date; this makes it a highly relevant …show more content…

The recent literature suggests that these ‘basic’ (Borg, 2003, p.105) gaps in knowledge lead to children not being taught grammar effectively (Louis, 2015, p.14) Furthermore, this poses a reason for the decontextualized teaching of spelling, punctuation and grammar as Stafford (2016, p.18) found, teachers felt unable to have discussions about aspects of language with their pupils. Adoniou (2014, p.147) found in their study that spelling instruction was challenging particularly for first-year teachers. Although, Adoniou’s study comprised of only newly qualified teachers all of whom graduated from the same training programme, meaning the results from this may not be generalisable to all

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Naomi Baron, a linguistics professor at American University, believes that texting is harming students writing. She states, “So much of American society has become sloppy and laissez faire about the mechanics of writing” (131). The author used this quote to drawl in the teachers who believe texting is harming students writing. Cullington goal is to make them continue reading and learn how she believes texting is actually beneficial. By putting the opposing view point of texting affecting writing in the beginning, is confusing to the target audience.

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It is stated in the article that “…balanced literacy can get more kids learning to read and write well while logic, experience, and evidence suggest otherwise…” I beg to differ with this distrustful claim. Thus, learning to read and write is not enough to foster critical thinking and lifelong learning. Reading is not only about familiarizing oneself with grammar. It is more of the pure apprehension of the reading material’s content. Writing, on the other hand, is based on outcomes.

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In the article titled “I Won’t Hire People Who Use Poor Grammar. Here’s Why,” published by Harvard Business Review on July 20, 2012, Kyle Weins claims as a business owner of two companies largely reliant on writing that good writers are more intelligent, are better at doing things completely unrelated to writing, and pay more attention to detail. Wein’s overall goal of the article is to show the connection between employees with good grammar and good work ethic. Wein’s is backing up his zero tolerance approach to bad grammar by showing these correlations. Potential employees may have prompted him to write the article because they felt his grammar test was unfair.

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In her essay "Does Texting Affect Writing?", Michaela Cullington presents her argument that texting does not impact formal writing written by students. She discusses the concerns presented by many people about how texting language can transfer into writing, but through the use of personal experiences and credible sources she discusses how this is not true. Her use of multiple different studies and situations help boost her argument and allow the reader to truly see how students actually do formal writing. She presents a strong argument as to why those who believe students don't have the control and knowledge to write formally, instead of with text speak, are wrong.

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All of these factors combine and work well together to form a well-executed argument within Cullington’s essay. Cullington begins her essay by addressing her opposition: “It’s taking over our lives” (pg. 361). She cites studies done that suggest that a decline in the quality of students’ formal writing has occurred since the advent of text messaging, and she also cites teachers who believe that their own students’ works are influenced for the worse by the students’ being accustomed to texting and using textspeak. Cullington then proposes her opposing position that the writing of students is unaffected by their use of texting and text speak. She also cites studies that support her thesis that text messaging and textspeak do not have an effect on

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Have you ever had that weird situation where you needed to sign something but you didn't know cursive, because it was not taught in your school? Cursive really should be taught in schools, but only to a certain degree. Kids should be taught to read cursive and to write their name in cursive, but not how to completely write in cursive. Cursive is faster and neater than normal printing.

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