Abstract

This article discusses the recommendations made by compositionists to import the findings of linguistics into composition instruction during the middle years of the twentieth century. The article classifies these recommendations for the uses of linguistics into three kinds: (1) improvement of instruction in grammar and usage; (2) enhancement of students' syntactic and stylistic repertoires; and (3) an aid to invention. Utilizing this history, the article argues that while linguistics can offer teachers of composition some assistance in matters that are proper to linguistic investigation and analysis, the noncontextual orientation of modern linguistics renders it insufficient as a comprehensive source of theoretical or practical assistance in composition instruction.

Journal
Written Communication
Published
1989-10-01
DOI
10.1177/0741088389006004004
Open Access
Closed
Topics

Citation Context

Cited by in this index (4)

  1. Pedagogy
  2. Written Communication
  3. Rhetoric Review
  4. Written Communication

Cites in this index (13)

  1. College Composition and Communication
  2. College Composition and Communication
  3. College English
  4. College English
  5. College English
Show all 13 →
  1. College English
  2. College English
  3. College English
  4. College Composition and Communication
  5. College English
  6. College Composition and Communication
  7. College English
  8. College English
Also cites 13 works outside this index ↓
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  2. 10.2307/355200
  3. 10.2307/357607
  4. 10.1080/00335636509382736
  5. 10.2307/354952
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  13. 10.17763/haer.35.4.h55nn8131k41m83w
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