Overview

Getting the Gist of the English Language: Using Systematic Grammar Instruction to Improve Academic Writing Ability aims to address two main objectives. Initially, the book explores the historical context of grammar teaching, shedding light on the resistance against it. It outlines five significant problems caused by the anti-grammar movement, including polarized viewpoints among educational leaders, flawed research, declining literacy, dwindling academic writing skills, and a reduction in the English Language Arts curriculum's complexity. The book will transition from a historical analysis of grammar teaching to an analysis of present-day practices and then finally to future recommendations advocating for a return to systematic instruction in grammar. The book proposes a solution using the GIST model, emphasizing inquiry-based learning, instruction in grammar as a complex system comprised of four interworking levels--the parts of speech, the parts of the sentence, phrases, and clauses, and immediate application of grammar to writing. The goal is to help students truly get the ""gist"" of the English language as they inquire, learn, and apply daily. This book advocates for high expectations for all students regardless of background and provides practical guidance for teachers, including how to utilize four-level sentence analysis, plan grammar instruction in units, modernize instruction beyond skill-and-drill worksheets to include online resources and artificial intelligence tools, and how to weave grammar instruction into writing instruction. Teachers will receive not only practical advice about how to teach narrative writing, informative/explanatory writing, argumentative writing, and literary analysis writing, but also invaluable resources such as a glossary of grammatical terms, a vertical alignment plan, and sample lesson plans. It also gives some advice for how to use AI to your advantage in the ELA classroom.

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9781953360359

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Reviews

Around my 20th year in the classroom and after multiple attempts at teaching grammar effectively and being unsuccessful in having the skills transfer to student writing, I had the unique privilege of working alongside Dr. Roach during the development stage of this book. This firsthand experience allowed me to see the methodologies in action as they were being refined and perfected. Dr. Roach personally guided me through the techniques presented in the book, giving me invaluable insights into their practical application and effectiveness. This book's systematic approach to grammar instruction is nothing short of transformative. It breaks down complex grammatical concepts into digestible chunks, allowing teachers like myself to grasp the underlying structure of the English language. More importantly, it provides a clear roadmap for translating this understanding into effective teaching strategies. --Mrs. Michelle Hydrick, Secondary English Teacher As a former English teacher, I can tell you that students, from elementary school on through Advanced Placement English, need a structured study of grammar. Dr. Roach's meticulous research and clear curriculum guidance provide a much needed resource for today's ELA teacher. With proven results, Dr. Roach's approach to grammar is sure to improve knowledge--and high stakes test scores--for teachers and students who use it. --Dr. Lienne F. Medford, Dean of the Graduate School and Professor of Leadership, Converse University Dr. Roach and I worked in the same South Carolina school district but in different middle schools. Our district had just introduced the EVAAS teacher evaluation system ranking teacher effectiveness from a level 1(lease effective) to a level 5 (most effective). At Christmas break that year, I calculated my score and discovered that I was a level 2 teacher. Needless to say, I was devastated and cried the entire holiday. Upon speaking with Dr. Roach, she invited me to begin planning with her, and I gladly took her up on the offer. While I did make a few changes in how and what I taught, the biggest change was that I began using her method of teaching grammar in a systematic way. By the end of that school year, and much to my surprised elation, I was an EVAAS level 5 teacher. I have seen such success each year, and I will never go back to teaching any other way! --Dr. Wanda Cody, Former Middle School English Language Arts Teacher and Current College English Professor Dr. Roach mentored me as a new teacher whose students were struggling with grammar. I had one of my toughest groups of students that year, and she coached me on how to teach grammar systematically and intentionally. My students' growth that year was exponential in grammar and across the board. I still use her methods today and continue to see growth. I highly recommend her teaching methods! --Ms. Lauren Rodriguez, Middle School English Language Arts Teacher

Author Information

Dr. Jennifer Roach is an educator with over 17 years of experience as a teacher and administrator. She holds degrees from Virginia Commonwealth University, Clemson University, Arkansas State University, and Converse University, where she earned her Doctorate in Professional Leadership. Her award-winning dissertation, The Effect of Systematic Grammar Instruction on Academic Ability, highlights her expertise in grammar education. Dr. Roach is currently the principal of Riverside Middle School in Pendleton, South Carolina.

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