Part 6 of Inquiry
Andrews, A, et al. (2006). The effect of grammar teaching on writing development. British Educational Research Journal, 32(1), 39-55.
Immordino-Yang, M.H. & Damasio, A. (2011). We feel, therefore we learn: The relevance of affective and social neuroscience to education. LEARNing Landscapes, 5 (1), 115-131.
Jones, S., et al. (2013). Grammar for writing? An investigation of the effects of contextualised grammar teaching on students’ writing. Reading and Writing, 26(8), 1241-1263.
Mart, C. T. (2013). Teaching grammar in context: why and how? Theory and Practice in Language Studies, 3(1), 124+.
Myhill, D.A. (2010). Rhythm and blues: Making textual music with grammar and punctuation. In D. Wyse, R. Andrews, & J. Hoffman (Eds.), The Routledge international handbook of English, language and literacy teaching. 170–181. Abingdon: Routledge.
Rose, M. (2010, June 4). A lesson for teachers. The Los Angeles Times. Retrieved from http://articles.latimes.com/2010/jun/04/opinion/la-oe-rose-newteachers-20100604.
Smith, M. W., & Wilhelm, J. (2006). What research tells us about teaching grammar. Voices from the Middle, 13(4), 40-43.
Watson, A. M. (2013). Conceptualisations of ‘grammar teaching’: L1 English teachers’ beliefs about teaching grammar for writing. Language Awareness, 24(1), 1-14.
Weaver, C. (1996). The great debate (again): Teaching grammar and usage. The English Journal, 85(7), 15-24.
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