ABSTRACT
Teachers conscious of the higher profile of basic grammar teaching in Modern Languages may feel that its equal status in mother tongue teaching would consolidate children’s competence in spoken and written English and that a common understanding of grammatical principles should underpin all language teaching. Since grammar means different things to different people, creating a shared language and shared understandings among those with a legitimate interest in the topic is the first challenge. Grammar is important. Language in both standard and non-standard varieties and in both spoken and written modes is a rule-bound system. While many English teachers no longer teach grammar through exercises, they still claim to be supporting students’ grammatical understanding by doing it ‘in context’. The teaching and learning of written argument occurs cumulatively over a long period of time. No simple interventions or ‘one-off’ sessions can achieve skilled and confident persuasive writing overnight.
