LSC.1 It becomes important in the exploration, analysis, and examination of texts, both fiction and non-fiction. Here the learners need to observe how writers make specific use of, for example, grammatical structures; sentence patterns that demand attention (their length, the complexity or simplicity of structure), presence or absence of word classes (presence of absence of adjectives or finite verbs, for example); unusual use of verb tense (present instead of the expected past); use of direct or indirect speech; use of passive rather than active voice. By observing how language structures have a real part to play in making meaning, in revealing truth and promoting a clearer understanding of text and how it works, learners are more likely to see the point of grammar, and why it remains integral to any expression in English.
LSC.2 It becomes pre-eminently useful in their own writing. Since writing is one of the main classroom activities in this phase, it is essential that learners write rough drafts of their compositions or essays in class. This gives teachers the opportunity to point out to learners their grammatical mistakes as they write. By making corrections here, rather than when the work is handed in for marking, teachers will find there is less to correct, and learners will be shown, before they complete the work, how it can be improved. Learners are seldom interested in corrections on their returned work, and do not necessarily learn much from them. This practice also gives the teacher the opportunity of seeing if there are any general areas of ignorance in grammar, which can then be taught to the class as a whole. Another way of connecting language with writing is to hand out copies of written work (preferably not learners' work), the language usage of which is faulty, and have the class in pairs mark the work, and 'explain' to the writer what is wrong and why. Teachers can focus on a particularly common mistake (for example, the use of the apostrophe to show possession), or they can include a range of mistakes for correction. By far the best way of working with language structures is through working with writing. The two are inextricably linked, and excellence in one invariably leads to excellence in the other.