Proper grammar is a critically important tool for success in school, work, and life. We are judged, sometimes quite severely, by the words we use and the way we use them in both our speaking and writing. Misused grammar betrays us. The way we talk and write reflects our background, education, and ability to communicate.

The Five Myths of Grammar Instruction

1. Grammar is acquired naturally; it does not need to be taught. Oral language is not always an efficient teacher. In fact, it can be quite a mixed bag. For every proper modeling of the pronoun in the sentence: It is I, students hear at least five models of the incorrect: It is me. Grammar as it is caught must be complemented by a grammar that is taught. 

2. Grammar is a meaningless collection of rules—most of which don’t work half the time. This myth may have developed from mindless “drill and kill” grammatical exercises with no application to real writing. Actually, our English grammar is remarkably flexible and consistent.

3. Grammar cannot be learned by students with some learning styles or disabilities.

While it may be true that students learn language differently, at different rates, and vary in proficiency, there has been no research to show that some students cannot learn grammar.

4. English grammar cannot be learned by second language learners. Some teachers think that students who speak other languages get confused between the primary language and English grammars. The research proves otherwise. Intuitively, many of us have significantly increased our own knowledge of English grammar by taking a foreign language.

5. Reading and writing a lot will improve grammar. Reading grammatically rich literature is wonderful, but learning is not passive and does not come by osmosis. Writing poorly may, indeed, reinforce poor grammatical usage.

How we should teach grammar to Johnny...

Don’t waste time teaching Johnny what he already knows. Find out what he does not know and target these areas of grammatical deficits. Use the a diagnostic Grammar Assessment and Mechanics Assessment found on the web or at your local bookstore to pinpoint specific skill deficits.

Teach the language of grammar and recognition of the common grammatical structures in isolation and in context. Johnny has to know what a prepositional phrase is and how to know one when he sees one. In fact, over 30% of academic writing is composed of this grammatical form. Have Johnny practice those weaknesses with specific skill worksheets. You can find these resources at your local bookstore or on the web. Also, teach grammar in the context of writing. Using the common grammatical structures, have Johnny begin half of his written sentences with different sentence openers. This practice serves two purposes: It teaches recognition and manipulation of grammatical structures and it improves sentence variety.