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Center for the Professional Education of Teachers

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Envision contextualized, meaningful grammar instruction that links to authentic reading and writing.

When I began my first year of teaching English Language Arts, I was expected to teach my students skills that fell under three large umbrellas: reading, writing, and language. I quickly learned that "language" encompassed the teaching of vocabulary, punctuation & capitalization rules, and, you guessed it, the "teaching of grammar."

In my teacher education program, I took no classes on the teaching of grammar. I felt somewhat confident about teaching reading and writing, but completely lost when it came to the teaching of grammar. I didn't even have my own experiences of learning grammar as a student to fall back on; my only formal grammar instruction was a series of SchoolHouse Rock videos and long-gone worksheets from elementary school.

In an effort to increase my confidence and improve my own practice, I began to read about the history of grammar instruction. I discovered that I was not the only one who felt an overwhelming sense of uncertainty about the teaching of grammar. The question of grammar's importance has vexed people for centuries and continues to vex people today: what to teach, how to teach it, why to teach it. So, where did the practice of teaching grammar co me from? And what could grammar instruction look like in the 21st century classroom?

A very brief history of teaching grammar

In the eighteenth century, the study of grammar was perceived as an exercise in mental discipline, intended to train the mental faculties of memory and reason (Applebee, 1974; Scholes, 1998). Grammar study focused on the learning of rules and their application.

By the early nineteenth century, studies in specifically English grammar became a prerequisite for higher studies, not to be continued in college. Lindley Murray, often referred to as the father of English grammar, published Murray's Grammar in 1795 and established many rules of "proper" use of the English language. Grammarians like Adam Smith, David Hume, Lord Kames, and Hugh Blair advocated for grammar instruction connected with the expressions of rhetoric: diction, style, figurative language, and so on. By the end of the nineteenth century, grammar continued to have a place alongside rhetoric, literary history, oratory, and spelling in schools and in colleges.

In the early twentieth century, many scholars at colleges and universities abandoned grammar instruction because they did not believe in its "scientific value." Simultaneously, grammar underwent a revival in school classrooms because teachers thought it would be a useful technique for studying literature and for acquiring foreign languages.

In the latter part of the twentieth century, grammar instruction transformed. Rather than teach grammar skills in isolation from grammar books, scholars argued that the teaching of grammar does not serve any practical purpose for most students, and that it does not improve reading, speaking, writing, or even editing for the majority of students (Applebee).

The research: spotlight on a grammar case study

In "Examining A Grammar Course: The Rationale and the Result" (1980), Finlay McQuade conducted a qualitative research study of his own course entitled "Editorial Skills." McQuade humbly admitted that he had read research papers that argued against the discrete instruction of grammar skills, but that he continued to teach an elective course for high school juniors wholly devoted to the practice. In the study, McQuade discovered that his students' scores on a grammar post-test were actually lower than their scores on a grammar pre-test for the course. He concluded, after this first-hand experience, that formal, discrete grammar instruction is ineffective and should be abandoned as a classroom practice.

Citing McQuade, Constance Weaver, the author of Teaching Grammar in Context (1996), argued that we should teach aspects of grammar that are most relevant to writing, such as subject-verb agreement, sentence combining, and punctuation. Significantly, Weaver asserted that the most effective grammar instruction must arise organically from students' own writing: "teaching grammar in the context of writing works far better than teaching grammar as a formal system."

The main takeaway from McQuade and Weaver's research is that grammar instruction must be contextualized and meaningful within students' reading and writing. Grammar instruction should not be the discrete learning of grammatical "rules" because these rules do not translate into a superior command of language or communication.

Recommendations for 21st century learning

These recommendations derive originally from Constance Weaver's writings (1996) that were then expanded upon recently by Jeff Anderson, a disciple of Weaver's work (2017; 2021). They strive to make grammar instruction both contextualized and meaningful.

In the early 21st century, the question of how best to teach a standard English grammar shifted away from methods. Instead, scholars began to question whether a notion of "proper grammar" should exist at all. In "Why Revitalize Grammar?" (2003), Patricia Dunn and Kenneth Lindbloom argued that the teaching of a standardized grammar reflects a discriminatory power system that excludes other dialects and cultures. They believe our classrooms should be spaces of multiple literacies, celebrating a diversity of dialects.

With that said, the reality is that many teachers are expected to teach - or want to teach - their students "grammar." Perhaps their rationale for doing so is similar to reasons from the past: it builds "mental discipline" because students have to learn and apply linguistic rules; it shows that one comes from a certain educational background, one that encompassed the learning of Standard English Grammar; it helps students to acquire new languages and to closely study literature.

I think it's important to note this tension between research and practice when it comes to the teaching of grammar. Since the 20th century, scholars like McQuade and Weaver have argued against the discrete teaching of grammar rules in the classroom, arguing that they are entirely ineffective and possibly detrimental to students' learning. Yet, in practice, many teachers, including myself, are expected to teach grammatical skills.
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Without dismissing or diminishing this tension, I hope that these recommendations will aid in-service teachers as they continue to envision what grammar instruction can look like in the 21st century classroom.

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Teaching Grammar in the 21st Century Classroom

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Envision contextualized, meaningful grammar instruction that links to authentic reading and writing.

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Authors Jeff Anderson, Travis Leech, and Melinda Clark lead a vibrant approach to grammar instruction in Patterns of Power, Grades 6-8: Inviting Adolescent Writers into the Conventions of Language. Here, young, emergent writers are invited to notice the conventions of the English language and build off them in this inquiry-based approach to instructional grammar. The book comes with standards-aligned lessons that can be incorporated in just 10 minutes a day. Patterns of Power's responsive, invitational approach puts students in an involved role and has them explore and discuss the purpose and meaning of what they read. Students study short, authentic texts and are asked to share their findings out loud, engaging in rich conversations to make meaning. Inside you'll find:

Ready-to-use lesson plan sets that include excerpts from authentic and diverse mentor texts curated for grades 6-8

Real-life classroom examples, tips, and Power Notes gleaned from the authors' experiences that can be applied to any level of writer

Resources, including a Patterns of Power Planning Guide and musical soundtracks, to use in classroom instruction or as handouts for student literacy notebooks

Patterns of Power, Grades 6-8 provides a simple classroom routine that is structured in length and approach, but provides teachers flexibility in choosing the texts, allowing for numerous, diverse voices in the classroom. The practice helps students build cognitive recognition and provides a formative assessment for teachers on student progress. With these short lessons, students will gain confidence and move beyond limitation to produce effortless writing in your class and beyond. The Patterns of Power series also includes Patterns of Power, Grades 1-5: Inviting Young Writers into the Conventions of Language; Patterns of Power en Español, Grades 1-5: Inviting Bilingual Writers into the Conventions of Spanish; Patterns of Power, Grades 9-12: Teaching Grammar Through Reading and Writing; and Patterns of Wonder, Grades PreK-1: Inviting Emergent Writers to Play with the Conventions of Language.

Acknowledgments

Introduction: Wired to Be Inspired
Part 1: Getting Started with the Patterns of Power Process
1. Into Planning: What Do You Need to Do Before Teaching the Invitations?

2. Into the Classroom: How Do You Teach Conventions with the Invitation Process?

3. Into Application: How Do You Nudge Writers to Apply Conventions?
Part 2: Into the Lessons with the Patterns of Power Process
4. How Do Writers and Readers Use SENTENCES?

5. Why Do Writers and Readers Need COMPOUND

6. How Do Writers and Readers Use COMPLEX SENTENCES?

7. How Do Writers and Readers Use PHRASES and CLAUSES?

8. What Does the MOOD of a VERB Do for Writers and Readers?

9. How Do Writers and Readers Use VERBALS?

10. What Does PUNCTUATION Do for Writers and Readers?

11. What Do PRONOUNS Do for Writers and Readers?

12. How Do Writers and Readers Continue Using CAPITALIZATION?

13. What Other Amazing Things Can Writers and Readers Do?

Conclusion: Connection over Correction

Appendix A: The Patterns of Power, Grades 6-8 Soundtrack

Appendix B: Patterns of Power Instruction in Remote Learning Environments

Professional Bibliography

Young Adult Literature Bibliography

Index

Biography

For over thirty years, Jeff Anderson has inspired writers and teachers of grades K-8 with the power and joy of the writing and grammar. He has written eight books for Stenhouse Publishers. He also writes middle-grade novels.

Travis Leech, coauthor of Patterns of Power: Inviting Adolescent Writers into the Conventions of Language, is currently a middle school instructional coach in Northside Independent School District in San Antonio, TX. He has thirteen years of experience in education, including teaching middle school English Language Arts and as a gifted and talented specialist. He has presented about engaging literacy practices and technology integration at the district, regional, and state levels.

Melinda Clark, coauthor of Patterns of Power: Inviting Adolescent Writers into the Conventions of Language, is currently the Academic Program Coordinator at John Jay High School in San Antonio, Texas. She has 31 years experience in education, including teaching middle school and high school English Language Arts, instructional coaching, independent consulting, and presenting at the district, regional, and state levels.

"For years, students have been handed sets of "I said so" rules as the standard means of learning language conventions. Patterns of Power moves beyond prescriptive rules to offer a series of steps that, instead, help students to recognize and internalize language conventions in a way that makes them better readers, writers, listeners, and speakers. Notice the patterns in sentences. Compare them with others. Try them yourself. Apply them. Edit them. I love how this book teaches students to really think about language."

- Kelly Gallagher

"Patterns of Power will free you from the tyranny of old school grammar instruction and show you a process to guide adolescents toward joyful exploration and experimentation of crafting, creating, and conveying meaning. Whether you're a grammar "phobe" or an expert sentence diagrammer, you will love this book."

- Cris Tovani

"In a Patterns of Power classroom, the conventions of language become possibilities. Here, rules are replaced by invitations as our "wired to be inspired" middle school learners engage in honest inquiry, asking themselves and each other What can this convention do for me as a writer?"

- Lisa Thibodeaux, Director of Secondary Curriculum, TX

"Jeff Anderson is going to make me return to teaching middle school English Language Arts. This is the kind of book that would have made me feel like I could provide concrete, meaningful writing instruction to my students. I am grateful, however, that as an administrator I have the power to put this tool in the hands of all my teachers and allow the work of these authors to reach thousands of students."

- Chad Everett, Middle School Principal

"Patterns of Power, 6-8 is a must-have for every teacher who longs to get their adolescents hooked on grammar. It gives middle grade teachers a simple, student-centered process that showcases what grammatical patterns do for readers and writers and how they lead to stellar writing."

- Jodi Ramos, Middle School Teacher, Department Chair, and New York Times education contributor

"Jeff Anderson, Travis Leech, and Melinda Clark have crafted a gift for middle school literacy teachers and their students. Patterns of Power, 6-8 provides abundant lesson ideas for engaging student readers and writers in ways that improve comprehension, communication and self-expression, as well as a deeper look at why this approach works. Through students' observations of authentic texts and focused exploration of writers' craft and language use, you can increase their reading and writing confidence and skill. Clear, empowering, and effective!"

- Donalyn Miller, Texas educator and author

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Patterns of Power, Grades 6-8: Inviting Adolescent Writers into the Conventions of Language

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Authors Jeff Anderson, Travis Leech, and Melinda Clark lead a vibrant approach to grammar instruction in Patterns of Power, Grades 6-8: Inviting Adolescent Writers into the Conventions of Language. Here, young, emergent writers are invited to notice the conventions of the English language and build off them in this inquiry-based approach to instructional grammar.

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language arts & disciplines / composition & creative writing

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language arts & disciplines / grammar & punctuation

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language arts & disciplines / composition & creative writing

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Mechanically Inclined: Building Grammar, Usage, and Style into Writer's Workshop

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Some teachers love grammar and some hate it, but nearly all struggle to find ways of making the mechanics of English meaningful to kids. As a middle school teacher, Jeff Anderson also discovered that his students were not grasping the basics, and that it was preventing them from reaching their po...

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Grammar is the gatekeeper to a culture of power, yet it is also the power behind the startling beauty and robustness of the English language. In The Power of Grammar, Mary Ehrenworth and Vicki Vinton show you how these two notions of power can help your grammar instruction address the practical and aesthetic needs of your student writers.

Ehrenworth and Vinton explore the impact of conventions on writing, and they offer you new and compelling ways to show adolescents how informed and purposeful grammatical choices can transform their writing from competent to original and innovative. Through contextualized lessons embedded within your writing curriculum, you'll guide students to an understanding of conventional written English, then show them how to manipulate conventions to produce artful writing.

Grounded in the latest research and tested in the field, The Power of Grammar also contains resources that support good teaching, including:

a concise, to the point, reproducible primer that highlights and defines the most important and useful grammatical conventions in English

a wealth of mentor texts that allow students to examine conventional and unconventional constructions from the work of published authors and practice composing their own sentences based on the example

detailed samples of four kinds of grammar minilessons, each of which can be used in their entirety or as a template to teach any grammatical point

tips for designing and aligning minilessons to those stages of the writing process where they best reinforce grammatical concepts

examples of student work that show you how successful Ehrenworth and Vinton's method can be.

Ehrenworth and Vinton also share their passionate belief in the potential of adolescents. By including stories of individual students who discovered and fashioned unique voices and styles by apprenticing themselves to mentor writers, The Power of Grammar will renew your faith not only in your students and the English language, but in the power of good teaching to change lives.

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Grammar is the gatekeeper to a culture of power, yet it is also the power behind the startling beauty and robustness of the English language. Mary and

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Jenny Killion

Email: jenny@erinkentconsulting.com

Linked In: https://www.linkedin.com/in/jenny-killion-57919525a/

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Check out this site to learn more about events and possibilities with EKC!

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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Traditional grammar instruction often focuses too much on what's right or what's wrong, hiding the true power of conventions-the creation of meaning, purpose, and effect. Instead of hammering high school students with the mistakes they should avoid, Jeff Anderson, Travis Leech, and Holly Durham suggest exploring grammar through the celebration of author's purpose and craft. In Patterns of Power, Grades 9-12: Teaching Grammar Through Reading and Writing, they invite you to create an environment in which writers thrive while studying and appreciating the beauty, effects, and meaning of grammar. Inside this book, teachers will find a comprehensive explanation of the brain-based Patterns of Power invitational process, as well as:

35 standards-aligned lesson sets built around practical, engaging, inquiry-based methods that take deeper dives into grammar and craft than any worksheet, quiz, or editing exercise ever could A variety of high-interest model texts from authentic and diverse sources, including excerpts from classic and current novels, memoirs, plays, graphic novels, poems, and media Real-life classroom examples and tips with suggestions for scaffolding new learning and ideas for how to use the lessons in AP courses Templates for extended application, easy to locate printables, and ready-to-go visuals Additional Models for Further Study for extension opportunities in every lesson set An entire chapter devoted to helping high school writers master citations in research
With hundreds of teach-tomorrow resources and implementation supports such as quick-reference guides, specific applications to reading instruction, and soundtrack suggestions to infuse the joy of music into grammar instruction, Patterns of Power, Grades 9-12 gives you everything you need to inspire your high school writers to move beyond limitation and into the endless possibilities of what they can do as writers. The Patterns of Power series also includes Patterns of Power, Grades 6-8: Inviting Adolescent Writers into the Conventions of Language; Patterns of Power, Grades 1-5: Inviting Young Writers into the Conventions of Language; Patterns of Wonder, Grades PreK-1: Inviting Emergent Writers to Play with the Conventions of Language; and Patterns of Power en Español, Grades 1-5: Inviting Bilingual Writers into the Conventions of Spanish.

Acknowledgments

Introduction: Looking Closely at the World Through Grammar

How to Use This Book
Part 1: Getting Started with the Patterns of Power Process
1. Into PLANNING: A Step-by-Step Guide to Preparing Engaging Grammar Lessons

2. Into the CLASSROOM: How to Teach Grammar with the Patterns of Power Process

3. Into APPLICATION: Guiding Writers to USE the Patterns of Power
Part 2: Into the Lessons with the Patterns of Power Process
4. The Purpose and Craft of PUNCTUATION

5. The Purpose and Craft of CLAUSES

6. The Purpose and Craft of PHRASES

7. The Purpose and Craft of PARALLEL STRUCTURE

8. The Purpose of CITATIONS

9. The Purpose and Craft of CREATIVE PATTERNS

Conclusion: Investigating Meaning and Effect

Appendix A: The Patterns of Power, Grades 9-12 Soundtrack

Appendix B: Patterns of Power Instruction in Remote Learning Environments

Bibliography of Professional Resources

Bibliography of Literature

Credits

Index

Biography

For over thirty-three years, Jeff Anderson has inspired writers and teachers of grades K-8 with the power and joy of writing and grammar. He has written ten books for Stenhouse Publishers. He lives near downtown San Antonio with Terry and their rescue pup.

Travis Leech is a middle school instructional coach in Northside Independent School District in San Antonio, TX. He has fourteen years of experience in education, including teaching middle school English Language Arts and as a gifted and talented specialist.

Holly Durham is currently a Professional Learning Coordinator in Houston, TX. She has twenty-eight years of experience in education, including teaching middle and high school English, instructional coaching, and director-level roles in the Humanities and District Strategic Planning. She has presented literacy practices and technology integration at district, regional, state, and national levels.

I can't wait to put Patterns of Power, 9-12 in the hands of every high school English teacher in my district! This practical approach to teaching writing through the beauty and power of mentor texts supports our instructional philosophy by inspiring teachers to finally retire ineffective, prescriptive grammar instruction. Teaching with the Invitations to Notice, Compare and Contrast, Imitate, Celebrate, Apply, and Edit will help students understand the why of grammar and punctuation while motivating them to explore possibilities rather than avoid errors."

- Tracy Winstead, District Coordinator, High School English Curriculum and Instruction

"If high school teachers are looking for a way to teach grammar and conventions that is meaningful and transfers to student writing, they should look no further than Patterns of Power: Teaching Grammar Through Reading and Writing, Grades 9-12. By starting with a mentor sentence, students are invited to take an inquiry stance as they think through the writer's moves and the impact on the reader. Patterns of Power, 9-12 helps students gain the confidence and agency they need to try new grammar and convention moves in their own writing."

- Erica Bissel, Coordinator of Reading and Language Arts

"Jeff's books have been pivotal to the success of our writing program since Everyday Editing. His invitational approach to noticing author's purpose and craft is non-threatening and engaging to students. We are excited to dive into this new book with Travis Leech and Holly Durham and continue inspiring our students to 'sharpen their ideas.'"

- Dr. Susan Diaz, Executive Director of Secondary Curriculum and Instruction

"Up early one morning, I thought I'd skim this book while sipping that first cup of coffee. The skimming stopped almost immediately as I began reading slowly to catch every idea, to understand each teaching move, to jot my own notes in my journal. My coffee grew cold and was forgotten. I was watching master teachers Jeff, Travis, and Holly make things such as colons and commas, apostrophes and appositives, phrases and fragments become more than things to be learned; instead, they were turning conventions of language into conversations I wanted to have with kids. Filled with the well-designed lessons that show you how to move kids from noticing to naming to using, this is a book that won't sit on your bookshelf. It will stay beside you as it guides you through lessons that actually help kids think about how they write."

- Kylene Beers, coauthor of Notice and Note: Strategies for Close Reading and Forged by Reading: The Power of a Literate Life

"The Patterns of Power series epitomizes our philosophical approach to grammar: that it should arise from authentic literature and be presented when it would make sense to students based on their writing. Students need not be numbed by grammar instruction that follows a rigid textbook. Rather, a flexible approach of presenting examples which help readers to discover patterns, understand the conventions of language, appreciate great writing, and become enthusiastic writers is the most effective and enjoyable one."

- Michael R. Bowman, Supervisor of Curriculum & Instruction

"Jeff Anderson has done it again! We know our secondary students need practice understanding and applying the conventions of English. Patterns of Power, 9-12 provides lessons that engage high school students in learning what is often missing in a world of quick text messages and limited face to face interactions. Students will use a variety of engaging texts to hook them into learning, practicing, and becoming proficient readers and writers of the English language."

- Heather Anderson, Educator, Author, and Consultant

"I found just about every line in Jeff, Travis, and Holly's Patterns of Power both immediately applicable and incredibly useful in my ninth and tenth-grade ELA classes. But hands down, my favorite aspect is how the authors center student inquiry in their approach to teaching grammar. Students are driven toward 'discovery of grammatical concepts and deep consideration of their purpose.' Being encouraged to consider-and even debate-the why of grammar as they are learning the how has changed the game for my students. In truth, this book has shored up a huge gap in my pedagogy, and I am very grateful."

- Matthew Kay, author of Not Light, but Fire: How to Lead Meaningful Race Conversations in the Classroom

"These authors love language . . . and the voice of the text sings, celebrates, and rings with truth. This book is both wise and a pleasure to read. Patterns of Power, Grades 9-12 will give you new ways to think and plan for regular practice with conventions."

- Penny Kittle, Plymouth State University Writing Teacher

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Patterns of Power, Grades 9-12: Teaching Grammar Through Reading and Writing

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Traditional grammar instruction often focuses too much on what's right or what's wrong, hiding the true power of conventions-the creation of meaning, purpose, and effect. Instead of hammering high school students with the mistakes they should avoid, Jeff Anderson, Travis Leech, and Holly Durham suggest exploring grammar through the celebration of author's purpose and craft.

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Invitational Grammar Lesson - Dubai Conference 2025

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Shorter Invitational Grammar Lesson Planning Idea

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Shorter Invitational Grammar Lesson Planning Idea