Abstract
This paper describes the process and outcomes of an evaluation of grammar for writing in a six-level English curriculum as part of an ongoing Assurance of Learning (AOL) project, at a university in Japan (see Blackwell, 2016). Across the writing component of the English curriculum, a lack of consistency in the method of evaluation of studentsʼ written work both within and between levels was recognised. Moreover, explicit grammar instruction was not part of the writing courses in some levels. As a consequence, the recommended range of grammatical points covered, the degree of overlap between levels, and the extent to which grammar instruction was provided, and in what sequence, were not sufficiently well understood. In the courses where grammar instruction was incorporated into writing instruction, the selection of grammar points had not been rigorously assessed to determine their relevance in terms of task fulfilment and studentsʼ needs more generally. Hence, the goal of the study described in this paper was to address the apparent absence of systematicity, clarity, and rigor in mapping out grammar for writing across the different levels of the English programme. It describes the approach taken to arrive at a clearer understanding of which grammar points should be taught, learned and assessed at which level(s) of the English programme, and for what purpose. The paper also offers practical suggestions for how to incorporate grammar instruction into a multi-level English programme.
