This article reports on the results of two international systematic research reviews which focus on different aspects of teaching grammar to improve the quality and accuracy of 5-16-year-olds' writing in English. The results show that there is little evidence to indicate that the teaching of formal grammar is effective; and that teaching sentence-combining has a more positive effect. In both cases, however, despite over a hundred years of research and debate on the topic, there is insufficient quality of research to prove the case with either approach. More research is needed, as well as a review of policy and practice in England with regard to the teaching of sentence structure in writing.
