Michaela Community School | English – 8.11.2015 – Grammar and the Art of Writing: ResearchED Literacy
Michaela Community School, Wembley

English – 8.11.2015 – Grammar and the Art of Writing: ResearchED Literacy

09 Nov 2015, Posted by admin in Michaela's Blog

Posted on November 8, 2015 by Katie Ashford

Grammar and the Art of Writing: ResearchED Literacy

Here is a write up of the presentation I gave at ResearchED Literacy in Swindon yesterday, in case anyone missed it and is interested in what I have to say about grammar (feel free not to be!).

What makes a good writer?

When I first began teaching English, I thought carefully about what it meant to be a great writer, and how I might be able to help my pupils get better at writing themselves. At the time, I was reading ‘Revolutionary Road’ by Richard Yates. It has since become one of my favourite books, and I re-read it at least once every year. The story is good, but I adore Yates’ writing style. There’s something beautiful about the way it flows. Struck by a couple of wonderfully rich, yet concise, sentences of his, I came to a conclusion. I believe that great writing is characterised by the ability to control and manipulate clauses. So that is what I needed to help my pupils get better at: controlling clauses. By beginning with a clear goal in mind, it is easier to understand the direction and purpose of grammar teaching. From there, I began working out what knowledge pupils needed to know in order to be able to control clauses effectively.

Parts of Speech

Joe Kirby began sequencing a grammar curriculum into three parts: the parts of speech, syntax rules, and punctuation rules. I agreed that these were helpful categories.

One of the main criticisms grammar receives is that parsing sentences is a waste of time. I hear some teachers say that knowing that the word ‘run’ can be both a noun and a verb is unnecessary. I can understand why some may see it this way. On the surface, knowing the parts of speech doesn’t appear to be particularly useful. However, since I’ve been thinking about this, I’ve come across a number of examples that demonstrate why this knowledge is in fact extremely helpful.

Take the following examples:

He married an intelligent, charismatic woman.

 He wore a bright red coat.

 Why is a comma necessary in the first sentence, but not the second? The parts of speech hold the answer: ‘intelligent’ and ‘charismatic’ are two adjectives and therefore should be separated by a comma. ‘Bright’, however, is an adverb modifying the adjective ‘red’, so no comma is necessary. Knowledge of the parts of speech also enables us to understand why we say a ‘bright red coat’ rather than a ‘red bright coat’. Red does not qualify the adjective bright; rather, the adverb ‘bright’ tells us how red the coat is.

Whilst most people will intuit this knowledge, many people will not. As teachers, we should be as systematic as possible to ensure that every pupil knows how to punctuate sentences properly. Even the humble listing comma cannot be applied correctly without an understanding of the parts of speech.

I gave more examples of this during the talk. I’ve attached the presentation to the bottom of this blog post if you’d like to read more on this.


Sequencing a grammar curriculum is key. I argue that it ought to have 20% of curriculum time at KS3. Over three years, pupils ought to study 9 units.

Year 7: The basics of the parts of speechsyntax and punctuation. These units should provide a broad overview. For example, when teaching the parts of speech, you wouldn’t want to go into the detail of types of nouns (proper, common, abstract, etc.) as this will overload pupils. Instead, simply teach them what a noun is. Come back to nouns in year 8 and then teach the different types.

 Year 8: Detailed breakdown of the same three units. Here is your opportunity to teach the more nuanced aspects of what was taught the year before.

Year 9: Deepen pupils’ knowledge of the complexities of grammar. A strong emphasis should be placed on its impact on meaning.

A Grammar Lesson

Grammar lessons should be ‘DEaD’ good: that is, it should contain a clear definition, illuminating examples and unrelenting drills.

For example, when teaching adjectives to year 7, I would begin the lesson with a recap of the parts of speech that I have taught previously. I would do this by giving pupils a few phrases to parse, for example:

Our house

Lucy’s kite

A window

The door! Jamie!

Karen’s doll.

 Next, introduce the concept. At Michaela, we have created a short story about grammar. In each chapter, a new part of speech is introduced in the form of a personified character. The Adjective Ladies are the eponymous heroines of this lesson. They are a group of gossipy old women who sit around and describe people. The story contains several examples of adjectives, all italicised.

The next step is to learn the definition. Pupils learn that adjectives describe nouns and we chant this together as a class. This is quickly followed by a sequence of examples and non-examples.

Once pupils are consistently giving correct responses to the question ‘adjective or not an adjective’, they are ready to practice. Begin by asking them to circle the adjectives from a list of simple words. Increase the challenge in subsequent activities by asking them to circle the adjectives in simple sentences, then more challenging sentences. Increase the challenge further by asking them to tell you which noun the adjective describes in every example.

Finish the lesson by carrying out further parsing activities, this time including adjectives. For example:

Our lovely house

Jane’s delicious meal

The music? Wonderful!

Matilda: a reader

Frightening, that ride.

 To ensure pupils don’t forget this in between grammar lessons, and to increase the chances that they will apply grammar to writing across other lessons, carry out daily drill exercises. For the first five minutes of every lesson, pupils parse a few sentences/ underline all the subjects/ punctuate sentences with non-restrictive clauses, etc. as appropriate. On the whole, these should be aligned to the unit you are currently teaching them, but recap of previously taught content is also helpful.

Thanks to Tom Bennett, David Didau and Ruth Robinson for organising what was a brilliant event. I’d highly recommend looking into the work of James MurphyEric Kalenzeand Dianne Murphy. I attended their talks yesterday and all three were totes amaze!

Here is the PowerPoint I delivered yesterday, which includes the sample lesson I have explained above: ResearchED Literacy Grammar

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