Meaning-centered Grammar

Meaning-centered Grammar by Craig Hancock, published by Equinox Pub. in 2005, is an illustrated edition comprising 260 pages. This book promotes a comprehensive understanding of language, emphasizing its power and usefulness rather than merely categorizing it as correct or incorrect. By integrating various linguistic grammars, traditional grammar, and contemporary composition theory, Hancock presents a unified approach to understanding language and its inherent meaning-making grammatical system.
Readers will find that the book draws on real-world writing examples from notable authors such as Annie Dillard and Martin Luther King, Jr., enriching the exploration of grammar. While primarily focused on linguistics, the final chapters transition into practical applications in writing and reading, including punctuation and grammatical analysis. This work is particularly relevant for writing and grammar teachers seeking alternatives to prescriptive methods and offers insights into how grammar functions in longer passages and aligns with rhetorical purposes.
Official synopsis Publisher
Rather than narrowly dividing language between correct and incorrect, this book promotes a respect for the power and usefulness of language in all its forms. It draws from a number of linguistic grammars, traditional grammar, and contemporary composition theory, yet achieves a unified synthesis by seeing each of these as ways to understand the language itself and its natural, inherent, meaning-making grammatical system. The book draws heavily on real world writing, including authors like Annie Dillard, Richard Rodriguez, John McPhee, Alice Walker, Tim O’Brien, Martin Luther King, Jr., and Cornel West. Though the book is primarily a linguistically based exploration, the final two chapters move into the practical world of real world application in writing (including punctuation) and reading (grammatical analysis.) It does not stop at the isolated sentence, but considers ways in which grammar works in longer passages and in harmony with rhetorical purposes. Its direct focus is on developing an understanding of language and not on directly changing language behavior. It should be of great interest to writing teachers or grammar teachers looking for alternatives to narrow prescriptive approaches or the disinterested descriptions of much contemporary linguistics.
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