Why do we need to teach grammar?
It is essential that teachers are not simply teaching grammar because it is part of the Curriculum, but rather they know 'how' it will benefit students literacy abilities as well as their daily life. Grammar rules facilitate clear and concise communication skills and knowledge. Errors in verb tense, sentence structure, contractions, punctuation, spelling and word usage detract from intended messages. Being an effective communicator helps an individual make positive impressions on others, which impacts their overall happiness, social life as well as employment opportunities. An individuals verbal skills and self-confidence contributes to their public persona. Thus, teachers have the responsibility to progressively teach children the essential skills and knowledge required to successfully communicate with those around them.
As a starting point, teachers should familiarise themselves with AusVELS especially the English Scope and Sequence document. This will be a guide for what formally needs to be taught and achieved by the end of the school calendar.
Below is a snap shot of the document itself, with an extended external link provided for further exploration.
It is essential that teachers are not simply teaching grammar because it is part of the Curriculum, but rather they know 'how' it will benefit students literacy abilities as well as their daily life. Grammar rules facilitate clear and concise communication skills and knowledge. Errors in verb tense, sentence structure, contractions, punctuation, spelling and word usage detract from intended messages. Being an effective communicator helps an individual make positive impressions on others, which impacts their overall happiness, social life as well as employment opportunities. An individuals verbal skills and self-confidence contributes to their public persona. Thus, teachers have the responsibility to progressively teach children the essential skills and knowledge required to successfully communicate with those around them.
As a starting point, teachers should familiarise themselves with AusVELS especially the English Scope and Sequence document. This will be a guide for what formally needs to be taught and achieved by the end of the school calendar.
Below is a snap shot of the document itself, with an extended external link provided for further exploration.
english_scope_and_sequence_ausvels.pdf | |
File Size: | 1049 kb |
File Type: |
Grammar is important for many reasons, it assists with personal and professional communication and academic and employment success (Morreale, Osborn & Pearson, 2000; Hillocks and
Smith, 1991).
Personal communication
Professional communication
Academic success
Career success
Personal communication
- Enable you to make your point in everyday interactions with family, friends and the broader community.
- Makes you appear intelligent and self-assured
- You are taken more seriously.
- An ability to speak without grammar errors can help you make your point when dealing with difficult situations
- Using proper grammar shows respect for your audience.
Professional communication
- Grammar proficiency is an important aspect of working.
- You are judged on your competency based on your deliver of the English language.
- Careless mistakes can cause embarrassment and ridicule.
- Many jobs require presentations to audiences when demonstrating a product or pitching a marketing idea.
- Grammar mistakes can undermine your credibility and persuasive power (Morreale, Osborn & Pearson, 2000; Hillocks and
Smith, 1991).
Academic success
- Grammar is vital to doing well in school because many classes require written homework assignments.
- Educators appreciate well written papers free of grammatical errors,
- Good grammar results in higher grades.
Career success
- Neglecting to correct grammatical errors in cover letters and resumes can cost you a job interview.
- Mistakes can appear to be careless errors, laziness or apathetic to an employment opportunity.
- Career advancement can be adversely impacted by poor grammar (Morreale, Osborn & Pearson, 2000; Hillocks and Smith, 1991).