Date of Award


Document Type


Degree Name

Master of Science

Degree Discipline



The problem of this investigation may be stated thus: To what extent is functional grammar taught in the four year Negro accredited high schools of Texas today?

This question gives rise to the following subordinate questions: 1. What are the common errors made by high school students of Texas? 2. Will a study of functional grammar assist in the correction of these errors? 3. If so, what should a program of functional grammar include?

The writer believes a study of this kind is valuable because it will focalize attention on the points of greatest need in grammar. It will also eliminate waste of time in the teaching program. The teacher who knows the major types of errors made by students can concentrate on the correction of those errors. Since grammar has ceased to be taught for the sake of grammar itself, any value it may have depends entirely upon its effect on the written and spoken language of the student.

The writer offers no proof that a knowledge of functional grammar will insure correct speech. Although a number of studies have been made which prove formal grammar to be valueless, no studies have been made which proved definitely the value of functional grammar in preventing grammatical errors. It is the belief of the writer of this manuscript that a study of functional grammar will tend to make a student conscious of errors he makes and will make him put forth every effort to prevent repeating the errors. If functional grammar achieves this purpose, it will fully justify its inclusion in the secondary school curriculum.

Committee Chair/Advisor

E. A. Offutt

Committee Member

J. M. Drew


Prairie View A&M College


© 2021 Prairie View A & M University

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Date of Digitization


Contributing Institution

John B Coleman Library

City of Publication

Prairie View




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