Annotative Bibliography by: Molly Doyle Grammar and its uses has been a major topic of discussion in the

past 30 years. There have been arguments that grammar is important and others that claim that it isnt. Many teachers and writers believe that grammar is not portrayed in a way that students can understand, leaving them to have a negative outlook on English. This subject is in dire need of revision and if there is a better way to use it and teach it, we need to get started on putting that into use. Beason, Larry. "How Business People React to Errors." National Council of Teachers of English. 53.1 (2001): 33-64. In this article, Larry Beason, argues that grammar is important because we are judged as a writer and an employee. He describes three categories with subcategories that show how a writers credibility could be jeopardized by errors. Her categories are writer as a writer, writer as a businessperson, and writer as a representative. Through this she show how it is important to know grammar and proper writing if we want to be accepted into the business world. I plan to use this article to show how we need to know grammar so that we can be accepted in the business word through the categories that Larry describes. I want to show how the writer will be viewed by their employer because it seems as though that is something that high school and college students dont take into consideration. Bill, Loyns. Teaching Grammar in Context. Portsmouth: 1996. 15-17. Print. Constance Weaver in her book, Teaching Grammar in Context, argues that there is a certain time and place to teach Grammar. She explains that grammar is given in three-inch books but that that overwhelms students and turns them away from grammar. I plan on using this book to show examples that she gives about how the grammar books overwhelm kids, how grammar comes about in an unconscious manner, to give definitions of grammar, and to show that the teachers still need to know grammar well so that they can point out certain things to certain students. I also plan to use this to argue that kids will learn better by taking risks than being punished and corrected by grammar. Kolln, Martha. "Rhetorical Grammar:A Modification Lesson." National Council of Teachers of English. 85.7 (1996): 25-31. In the Article, Rhetorical Grammar, Kolln argues that Its time to recognize that the word grammar has more than one referent, that there is a wide range of methods and content it can refer to. She defines grammar and explains the common definitions of grammar and claims that there is more to grammar that is just usage and school grammar and there may be a better way to teach it outside of isolation from writing. I plan to use this article to show the view point that grammar has more than one referent and that it is very useful when taught and used rhetorically.

Constance, Weaver, McNally Carol, and Moerman Sharon. "To Grammar or Not to Grammar: That is Not the Question!." Voices from the middle. 8.3 (2001): 17-33. In To Grammar or Not to Grammar, the authors argue that students do not become successful writers and understand the language by skill and drill. The students do not write well by regurgitating the grammar rules. Teachers need to teach students the purpose of their writing and the intended audience where they can learn to be creative writers. They claim that teachers need to be helpful to students and encourage them to be creative and take risks instead of just grading their grammar. I plan to use this article to show the teachers point of view on how students learn and the effective ways to teach grammar. I will use it as collaboration with other authors who believe that believe teaching rhetorical writing will be much more effective than teaching grammar outside of context. Dawkins, John. Teaching Punctuation as a Rhetorical Tool. College Composition and communication 46.4 (1995) 533-48. Print. In his article, Teaching Punctuation as a Rhetorical Tool, Dawkins argues that punctuation should be rhetorically used as a result of studying writing and writers rather than used by studying the grammar handbook . He describes the hierarchy of the punctuation marks and claims that certain marks bring more emphasis than others, thus producing a rhetorical effect. He questions the handbook and if it is really important. I plan to bring in the rhetorical effect along with the other authors that have brought about this effect. He is the only one that talks about the hierarchy of punctuation. I plan to bring this into the other ways of rhetorical writing. Lindblom, Kenneth, and Dunn Patricia. "Analyzing Grammar Rants: An Alternative to Traditional Grammar Instruction." English Journal. 95.5 (2006): 71-77. In Kenneth Lindblom and Patricia A. Dunns article, they argue that there are good ways to spark interest in students about grammar. Grammar rant analysis, done by students is engaging and interesting and helps them learn and understand grammar in hands on way. This way, they learn to become open-minded about the use of grammar because they see how their future bosses and people ahead of them will expect them to write. I plan to use this article to show part of my argument about how grammar is important with in reason to whom we are writing. That it is rhetorical because we have to at some point be able to write for these critics, but we wont have these critics until we are much older than high school so we still probably dont need to learn about grammar in high school Lindblom, Kenneth, and Dunn Patricia. "Why Revitalize Grammar?." National Council of Teachers of English. 92.3 (2003): 43-50. In Why Revitalize Grammar By Patricia A. Dunn and Kenneth Lindblom the Authors question what error really is. They explain that it is not merely wright or wrong, but much more complicated. The authors argue that grammar has favor with

professionals and nonprofessionals because it allows one set of rules to be the correct way, and it gives teachers the classroom authority when grading. They also argue that grammar should be taught after they understand how to analyze and articulate what works in an essay and write rhetorically. Grammar should be the least most important thing. I will use this article to show why grammar has been held so highly for so long. I will show how teachers point out grammatical errors instead of analyzing ad articulation what works in the essay. McQuade, Finlay. "Examining a Grammar Course: The Rationale and the Result." National Council of Teachers of English. 69.7 (1980): 26-30. <http://www.jstor.org/stable/817403>. Examining a Grammar Course: The Rationale and the Result, by Finlay McQuade, argues that teachers need to look at what they are doing in the classroom and evaluate themselves. They need to how their teaching helps or hurts students I plan to use this article to show how McQuade analyzes his process to find what is helping and hurting his students so that he can find the most efficient way to decrease the amount of errors. I want to show how teachers should examine their students and their methods. Sanborn, Jean. "Good Wine before Its Time." National Council of Teachers of English. 75.3 (1986): 72-80. Jean Sanborn argues against teaching grammar in school until the late years of high school if at all. She claims that we internalize how to use language without actually knowing the rules of grammar. She claims that because the younger students are not able to understand, they try to memorize the rules even though they dont make sense to them, and English becomes a chore. She claims that students will understand the importance of language and understand how to speak effectively with power just by speaking, reading, and writing; not by learning rules. I plan to use this article to submit my claim that students should not be taught grammar until their later years of high school and that they can learn more effectively by learning to read, write, and comprehend sentences than memorizing the handbook.

Warner, Ann. "If The Shoe No Longer Fits, Wear It Anyway?." National Council of Teachers of English. 82.5 (1993): 76-80. In this article, Ann L. Warner argues against the community that believes that labeling words and diagraming sentences apart from actual composition is not helping students understand grammar and actually discourages them from wanting to understand more vital parts of language such as reading and writing. She claims that instead of teaching hand book style, we should help students recognize and use standard American English. She agrees that language is power but that identifying parts of sentence which is done in secondary schools does not make a good writer. She proposes that we make changes and teach grammar in other ways in the curriculum at least until high school years.

I plan to use this article to show why teachers teach grammar and what they think about how they have to teach grammar. I want to show that most teachers in lower education do not see it as successful to the students. I also explain operational thinking as the reason for why students dont understand grammar after learning over and over again. We would think that by high school we would have it down but this is not the case. I also want to use this article to talk about how students become unmotivated when they are corrected all the time and are discouraged then in other aspects of English.