ABSTRACT
Since the middle of the twentieth century, grammar instruction has been a point of contention, particularly in composition classrooms. In fact, some argue that to advocate for a standard for English is contrary to promoting equality in the classroom and instead promotes the notion of a privileged rhetoric. This chapter argues that in the business communication classroom, a rhetorical approach to grammar instruction (Kolln & Gray, 2012) can be a means of providing students with the cultural capital (Bourdieu, 1986) required for them to navigate demands of the multiple Englishes and discourse communities they encounter in the workplace.
