Among the research they did find worthwhile and enlightening was the research which argued that the formal study of grammar had little, if any, effect on the improvement of writing. Often misinterpreted and misrepresented, this comment led many to believe that English teachers should not teach grammar. Encouraged not only to handle grammar differently but also to delay grammar instruction until later in the writing process, some instructors believed that they were not to deal with grammar at all. Unfortunately for those teaching composition courses, the Grammar Debate engenders more questions and confusion than answers and leaves many wondering what they should do. This site offers guidelines, suggestions, and procedures to help you handle grammar in your first-year composition classes.
Research clearly shows that the formal study of grammar has little effect on writing improvement.
While learning the names of the parts of speech, etc., may be useful in discussing grammar, they do not help students improve their writing nor does completing a myriad of isolated exercises help. In fact, the exercises may do more harm than good. A process-oriented pedagogy urges instructors to reconsider the significance they give to grammar and to delay attention to it until later stages in the writing process. Further, grammar should not count as a major aspect of any evaluation, grade, or assessment of a paper. Nor should so much time be spent on grammar and language issues that students have little time to work on larger issues.