"Previous studies of the value of grammar teaching have focused principally upon the impact of de-contextualised grammar teaching, but no study to date has systematically investigated whether making connections between particular linguistic structures and particular writing tasks supports the development of students’ writing.


"Equally, despite concerns that teachers' knowledge of linguistics is not sufficient, no study has considered the impact of this subject knowledge upon pedagogical strategies. This study represents a significant contribution to theoretical knowledge in the domains of both metalinguistic theory and instructional theories of writing. It will also be of immediate value and relevance to policy-makers and practitioners, given national and international concerns about writing standards."