The document discusses common grammar concerns in writing classes such as fragments, comma splices, run-ons, misplaced modifiers, spelling, apostrophes, verb tense, subject-verb agreement, and pronoun agreement. It notes that while grammar instruction aims to teach students sentence structure and clarity, research shows that traditional grammar instruction and drills do not improve writing and may have negative effects. Studies find that sentence combining and extensive reading and writing are more effective approaches. The document provides directives for teachers to focus on manageable grammar concepts, accept language changes, and prioritize clarity of communication over minor errors.

1. “ See everything, overlook a great deal, correct a little.” work of “Grammar Across the Disciplines LC" presented by Katrina Arndt John Travers Russ Coward Deborah Uman Ed Freeman Deborah Vanderbilt

5. Andrews, et. al., 2004 “There is no high quality evidence that the teaching of grammar, whether traditional or generative/transformational, is worth the time if the aim is the improvement of the quality and/or accuracy of written composition.”