If children do write better when they are taught grammatical analysis, does it matter what kind of grammatical analysis they learn? We consider first the question of the choice between modern and traditional grammar. The studies have tried out traditional grammar, transformational grammar (of an early vintage) and specific parts of systemic grammar, but it is not clear that any approach has a clear advantage, and most studies were not intended to compare alternative grammars. Nor do the relevant studies agree. On the one hand Tordoir and Wesdorp (1979) survey no fewer than 53 studies and conclude that traditional grammar is best, followed by transformational grammar, with terminology-free exercises bringing up the rear. On the other hand Gale (1967) found in a direct comparison of transformational and traditional grammar that transformational grammar was better, and the following studies also support modern grammars rather than traditional ones: Bateman and Zidonis 1966; Gale 1967; Heap 1991; Kennedy and Larson 1969; Mason and Mason 1997; Mason, Mason, and Quayle 1992; Mccleary 1995; Mellon 1969; Williams 1995. No doubt a great deal depends in such comparisons on other variables - e.g. the teacher's preparation (and motivation) and how clearly focussed the course was.