Grammar, metalanguage and writing development
This article discusses the relationship between a natural’ metalanguage of discourse and a more contrived metalanguage relating to structure, including the terms of grammar, arguing that the study of grammar has a place on the English curriculum in the context of a broader consideration of language which should form part of every teacher's development. Principles of grammatical description are explored through examples taken from language acquisition. Analysis of examples of pupils' writing is used to show that knowledge of grammar is deployed most effectively as a resource for enabling pupils and teachers to recognise and build on achievements within a general discursive framework for writing development.
Document Type: Research Article
Affiliations: University of Manchester, United Kingdom
Publication date: October 1, 1997