The Uses of Grammar takes an eclectic and accessible approach that integrates traditional, structural, and functional concepts with other ideas from contemporary grammar. In contrast with other grammar texts--which are typically organized from the "bottom up," beginning with parts of speech and progressing to phrases, clauses, and sentences--this book employs a unique structure based on the differentiation of form and function. This structure is framed around three questions: What are the forms in the grammar of American English? How do those forms function in that grammar? How are they used in real-life speaking and writing to achieve specific purposes? For example, students will learn how a variety of forms (including nouns, pronouns, verbals, and clauses) can all function as nominals. The Uses of Grammar incorporates examples and exercises that use "living language" to illustrate the practical applications of grammar. These sentences and passages are drawn from a wide variety of sources--including newspapers, magazines, books, and the writings of undergraduate students--and from such writers and speakers as Ronald Reagan, Shirley Chisholm, Groucho Marx, Mark Twain, and Jane Addams. Extensively class-tested and refined to be student- and instructor-friendly, the text also features "Challenger" and "For Discussion" boxed sections that enhance students' understanding of the principles covered in the text and encourage classroom discussion. In addition, most chapters end with "Passages for Analysis" sections that allow students to analyze the uses of forms and functions in broader contexts than those provided by the exercises. An Instructor's Manual that includes answers to exercises in the text, supplemental exercises and answers, teaching tips, an alternate table of contents, and a transition guide is available to adopters.

The Uses of Grammar

Reference

Rodby, Judith

Winterowd, W. Ross

Words, Language & Grammar

Oxford University Press

What does it mean to write and read in English as a second language? What does it mean to teach second language literacy? Because second language literacy has been viewed in terms that are largely psychological, cognitive, and individualistic, these questions have been answered too narrowly. But in Appropriating Literacy, Judith Rodby synthesizes insights from ESL, linguistics, composition, anthropology, literacy studies and literacy criticism to discuss the meaning of ESL literacy as a social, cultural and political practice. Drawing on the personal accounts of ESL students, literary critics, and authors, she analyzes the dialectical relationship between social interactions and the literacy practices through which ESL writers appropriate the English word. 
 The first part of the book is theoretical; the second discusses how to teach ESL literacy as a social practice, providing examples of classes that work - in both university and adult school contexts - and detailing the principles that make these classes successful. In closing, the author illustrates how teachers can read and respond to ESL students' texts so that both teachers and students can analyze and celebrate the multiple and often conflicting voices and ideologies of ESL writing. 
 Appropriating Literacy aims to describe a pedagogy of literacy that not only recognizes and explores the openness of English, but also allows for the continual formation of culture and community.

Appropriating Literacy: Writing and Reading English as a Second Language

Foreign Language Study & Reference

Heinemann

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