Graduation Term

Summer 2025

Degree Name

Doctor of Philosophy (PhD)

Department

Department of English: English Studies

Committee Chair

K. Aaron Smith

Committee Member

Susan M. Kim

Committee Member

Kristina B. Lewis

Abstract

This dissertation introduces and explicates a novel pedagogical approach to a university course that focuses on the application of English grammar and usage for writers. This approach to the teaching of English grammar and usage is grounded in several related disciplines and fields of study, including linguistics (specifically historical linguistics and sociolinguistics), language ideologies, and inquiry-based education.

The course curriculum combines examinations of historical ideologies and attitudes that have influenced debates about language usage and the value of teaching grammar with explicit instruction of specific grammar terms and concepts. The initial phase of the course introduces rhetorical grammar, usage and style conventions, and other tools that equip writers and speakers to communicate effectively. This phase overlaps with studies of the origins of several oft-cited, so-called grammar rules, which are often associated with traditional grammar teaching (e.g., the proscription against splitting infinitives, ending a sentence with a preposition, using ‘ain’t’, pronouncing ask as ‘aks,’ and others). This socio-historical examination leads into explorations of: 1) the value of studying grammars of English; 2) prescriptive and descriptive grammar; 3) language varieties, including “standard” and “non-standard” English; 4) social and moral judgments about English usage—concepts of proper/improper, correct/incorrect, or good/bad language; and 5) how to make informed choices regarding English grammar and usage for intended effects. The final phase of the course involves student investigations into specific conventions of “Standard” American English, such as confusing grammar or usage points that teachers have circled or “red-penned” on student papers, or a grammar/usage issue or convention that they are curious about.

The proposed pedagogy is designed not only to equip writers with a vast array of tools and resources for communicating effectively in a variety of contexts, but also to offer assistance to instructors and pre-service teachers who lack confidence about teaching a subject that K-12 students are expected to learn. For instructors, knowledge about English grammar and usage is vital, as educators, administrators, and other stakeholders continue to face pressure from government entities about student achievement of established goals of standardized assessments, such as the Common Core State Standards (in the US and its territories), which aim to ensure that all students are ready for the workforce or for college. Equally critical, however, is the ability to teach such concepts in practical ways that students can understand and utilize in various contexts.

The primary research questions of the study were: 1) How do students’ attitudes toward English grammar and usage change over the course? 2)How do students demonstrate the knowledge of grammar and usage they acquire during the course in written assignments and assessments, and how does this knowledge contribute to changes in the way students view grammar instruction? 3) How effective is the pedagogical approach of the course in helping students to acquire knowledge of English grammar and usage?

An analysis of student data collected using a qualitative teacher research methodology during the implementation of this non-traditional instructional approach suggests that a pedagogical approach that studies the socio-historical backgrounds of many so-called “rules” of English grammar and usage, as well as the social and moral judgments often associated with “non-standard” English usage, serves not only to advance individuals’ knowledge about grammar and usage, but also to help them acquire a more sophisticated understanding of language varieties and other issues related to linguistic discrimination. Moreover, such an approach supports and encourages student achievement on standardized assessments, while preparing students to make informed choices regarding language use in diverse contexts.

The findings described in this dissertation have implications for teacher education and professional development, Language Arts programs, writing program administration, and pedagogies for first-year composition, business writing, and TESOL courses.

Access Type

Dissertation-Open Access

DOI

https://doi.org/10.30707/ETD.1763755358.551252

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