Traditional grammar instruction is a challenging element of the English curriculum; both students and teachers struggle with the rules and dull nature of grammar. However, understanding grammar is important because students need to understand the language they speak in order to be effective communicators, and teachers provide grammar instruction with the express purpose of improving students’ writing.
The problem lies in the method of instruction; does traditional grammar instruction improve the quality of students’ writing? This study examines the effectiveness of traditional grammar instruction on improving the quality of students’ writing. Earlier studies conclude that traditional grammar instruction has little to no effect on composition. The findings parallel the previous research, and the English community needs to reevaluate their pedagogical approach to grammar instruction.
","abstract_html":"<p>Traditional grammar instruction is a challenging element of the English curriculum; both students and teachers struggle with the rules and dull nature of grammar. However, understanding grammar is important because students need to understand the language they speak in order to be effective communicators, and teachers provide grammar instruction with the express purpose of improving students’ writing.</p> <p>The problem lies in the method of instruction; does traditional grammar instruction improve the quality of students’ writing? This study examines the effectiveness of traditional grammar instruction on improving the quality of students’ writing. Earlier studies conclude that traditional grammar instruction has little to no effect on composition. The findings parallel the previous research, and the English community needs to reevaluate their pedagogical approach to grammar instruction.</p>","abstract_has_math":false,"creators":["Jaeger, Gina"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T02:05:19Z","subjects":["Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-print-theses/415","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Jaeger, Gina"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-print-theses/415"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Traditional grammar instruction is a challenging element of the English curriculum; both students and teachers struggle with the rules and dull nature of grammar. However, understanding grammar is important because students need to understand the language they speak in order to be effective communicators, and teachers provide grammar instruction with the express purpose of improving students’ writing.
The problem lies in the method of instruction; does traditional grammar instruction improve the quality of students’ writing? This study examines the effectiveness of traditional grammar instruction on improving the quality of students’ writing. Earlier studies conclude that traditional grammar instruction has little to no effect on composition. The findings parallel the previous research, and the English community needs to reevaluate their pedagogical approach to grammar instruction.
"]},{"key":"dc:title","label":"Title","values":["The Effectiveness of Teaching Traditional Grammar on Writing Compostion at the High School Level"]}]}],"canonical_facts":{"dc:creator":["Jaeger, Gina"],"dc:description.abstract":["Traditional grammar instruction is a challenging element of the English curriculum; both students and teachers struggle with the rules and dull nature of grammar. However, understanding grammar is important because students need to understand the language they speak in order to be effective communicators, and teachers provide grammar instruction with the express purpose of improving students’ writing.
The problem lies in the method of instruction; does traditional grammar instruction improve the quality of students’ writing? This study examines the effectiveness of traditional grammar instruction on improving the quality of students’ writing. Earlier studies conclude that traditional grammar instruction has little to no effect on composition. The findings parallel the previous research, and the English community needs to reevaluate their pedagogical approach to grammar instruction.
"],"dc:identifier":["https://scholar.dominican.edu/education-print-theses/415"],"dc:subject":["Education"],"dc:title":["The Effectiveness of Teaching Traditional Grammar on Writing Compostion at the High School Level"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:05:19Z"}