Teach Secondary Issue 13.6

Grammar matters Elaine McNally reflects on the difficult balance of rules and creativity at play within the typical English lesson... “Anydiscussionaroundhow writers employwords is a discussionaroundgrammar” T ake a stroll through Twitter/X, or simply sample the opinions within your English department, and you'll likely encounter some lively debate concerning grammar instruction at KS3 and KS4. On one side are those who argue that focusing on prescriptive grammar technicalities stifles creativity. Countering this are the grammar enthusiasts, adamant that a solid grounding in grammar is essential for successfully understanding and manipulating language. So where does that leave our students? The grammar dilemma Critics of traditional grammar teaching contend that reducing language to a set of rigid rules disconnects it frommeaningful communication. Many will also maintain that writing should prioritise authentic, personal responses over the ticking of grammar checkboxes and completion of abstract exercises. Anyone who has ever encountered the dreaded fronted adverbial or the subordinating conjunction may sympathise. Howmany students can confidently recognise an imperative verb, but will struggle to write a coherent essay? It’s true that the rote learning of terminology won’t translate into better writing or reading, because words are slippery . In real world contexts, the same word can perform different functions and shimmer with multiple meanings. Empowered students However, there's a powerful counter-argument to this. Grammar knowledge ABOUT THE AUTHOR Elaine McNally (@mrsmacteach33) is an English head of department; for more information, visit her blog at mrsmacteach33.wordpress.com ultimately empowers students to write with clarity within the rules, and to write outside of them in original ways. To write creatively, students must be able understand the building blocks of language, discuss their choices and analyse the impact of those choices. It’s important, however, to see grammar as not merely the naming of parts, but as encompassing syntax, semantics, genre, style and content. With secure grammar knowledge, students can embellish or simplify sentences purposefully. Grammar should always be in service of extended writing, not a substitute for it. Knowledge of grammar also enables students to read for meaning. If they’re not provided with this strong foundation at KS3, students may struggle to clearly express complex ideas, or appreciate the nuances of more demanding GCSE texts later on. Understanding the syntactic impact of " Reader, I married him " in Jane Eyre , for example (which depends on the arrangement of subject and object to foreground Jane’s remarkable agency), deepens an appreciation of its boldness and economy. Valuing all voices When grammar teaching becomes overly prescriptive, it risks marginalising those students whose linguistic backgrounds don't align with normative expression. Instead, grammar instruction ought to support students with developing and incorporating their own voices – the key is finding that balance. Any discussion around how writers employ words is a discussion around grammar – though be cautious of any labels that risk shrinking the rich polysemy of language to dull word classes. Creativity killer? Labels matter less than an awareness of what the language is doing in the text. Effective grammar instructionmust integrate theory into meaningful contexts – via, for example... 1. Contextual learning Use literature and students’ own writing as contextual models to teach grammatical concepts in a purposeful way, encouraging students to talk about grammatical choices 2. A rich diet of reading Discuss grammar in a wide range of texts to reveal language’s flexibility 3. Practical application Teach students how knowledge of grammar can enhance their writing Grammar isn’t a creativity killer; it’s a means of enhancing communication. Words are supple, and grammar instruction offers the joy of language play. We nurture better writers and more insightful readers by blending theory and practice. Teach grammar in a way that doesn’t constrain, but empowers. Remember – grammar creates style and serves communication. That’s knowledge our students deserve. 74 teachwire.net/secondary E N G L I S H