(for an outstanding article in PMLA) for the year 1968 was laid upon Stanley B. Greenfield's Grammar and meaning in poetry (PMLA 82.377-387 [1967]) in New York City on Fourth Day (four French hens, three turtledoves, etc.), but I guess he got money. In the following pages I will first demonstrate that this essay is a pointless, not very good article, then turn to asking why it was that the Most Valuable Essay of the year award was so made. This is not a pretty thing to feel compelled to do, but unless we face such questions squarely, we will continue to operate some great distance below the level of integrity displayed by the athletic world. To begin: Greenfield's essay seems to deal with but two matters:

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Despite a large number of studies dealing with the relation of dialect to the teaching of reading, little attention has been given to the relevance of dialect studies to the preparation of materials for teaching spelling.1 It is by now quite generally agreed that the most efficient reading materials are those which allow the child to relate written English to the spoken English he already commands. This implies that the early reading vocabulary should be drawn from the word stock common to all dialects of English (or, according to some theorists, from the child's dialect specifically) , and that the grammar and phonology assumed by the lessons should as fully as possible reflect the language the child knows.2 In general, it is now taken for granted that the best materials for instruction in reading are those which

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1 This article is based on a master's thesis prepared by Miss Auguste under the direction of Mr. Nalven at Queens College, where he is a part-time faculty member. 2 B. Folta, comparison study in the syntax in speech and writing of grade one students using the initial teaching alphabet and students using traditional orthography (USOE Bureau of Research Project No. 7-E-145. Lafayette, Indiana: Lafayette Public Schools. 1968). 3 Lenora Sandel, comparison between oral and written responses of first-grade children in I.T.A. and T.O. classes (USOE Project No. 7-8220. Hempstead, N.Y.: Hofstra University, 1967). 4 A. Mazurkiewicz, A comparison of I.T.A. and T.O. reading, writing, and spelling achievement when methodology is controlled, in The initial teaching alphabet and the world of English, A. J. Mazurkiewicz, ed. (New York: ITA Foundation, 1967), pp. 59-63.

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6. As the mind can absorb only as much as the seat can endure and the attention span encompass, vary teaching procedures. Don't lead them to water; make them thirsty. Use repetition, drill, and review for habit formation. However, avoid grinding away at grammar or teaching them what they already know. Test before teaching. (Do not use class time to teach a handful what the rest of the class has mastered. Instead, assign make-up work for the bewildered. Use programmed materials or coach them individually during conferences.)

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The goals of this course is to • help students to explore English grammar through a unique ’discovery ’ approach that encom-passes both critical thinking and text analysis • study English grammar from a theoretically/descriptively informed perspective? seek the right balance in our English grammar teaching between theory and practice • help (prospective) teachers to be able to apply this knowledge in various contexts. This course is ideal and useful for those interested in English education/language arts, English as a second language, and linguistics. The class will cover the basic grammar rules and major English constructions. After each chapter, students will have a writing assignment that tests the grammar rules covered in the chapter. Students who successfully finish this course will be able to apply their understanding of grammar structure to the EFL classroom. As usual, this class consists of two class hours as a unit. Students are required to read the main textbooks thoroughly and do exercises as homework. Main Textbook:

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