91´«Ã½

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Articles about 91´«Ã½â€™s research findings and pedagogy

Grammar for Writing? An investigation into the effect of Contextualised Grammar Teaching on Student Writing
Jones, S.M.,  Myhill, D.A. and Bailey, T.C.  (2013), Reading and Writing   26 (8) 1241-1263

Re-Thinking Grammar: the Impact of Embedded Grammar Teaching on Students’ Writing and Students’ Metalinguistic Understanding
Myhill, D.A., Jones, S.M., Lines, H. and Watson A.  (2012), Research Papers in Education  27 (2) 139-166 
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Making Meaning with Grammar: A repertoire of possibilities
Debra Myhill, Helen Lines and Annabel Watson (2012), mETAphor  2: 1-10
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Playful Explicitness with Grammar:  A Pedagogy for Writing
Jones, S. M., Myhill, D.A., Watson, A and Lines, H.E. (2013), Literacy  47 (2) 103-111

Grammar Matters: How Teachers’ Grammatical Subject Knowledge Impacts on the Teaching of Writing
Myhill, D.A.,  Jones, S.M. and Watson, A. (2013), Teaching and Teacher Education  36:77-91  

‘Knowledge About Language’ Revisited: The Impact of Teachers’ Linguistic Subject Knowledge on the Teaching of Writing
Debra Myhill, Susan Jones, Helen Lines and Annabel Watson, A. (2012), EnglishDramaMedia, 23: 43-48
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Navigating ‘the pit of doom’: Affective responses to teaching ‘grammar’
Watson, A. (2012), English in Education 46 (1) 22- 37

- Edexcel Annabel Watson and Ruth Newman