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Warren Grellier [email protected] Bus: 0419 60 22 12 Copyright Warren Grellier Consulting. Not to be distributed without written permission Some principles Grammar and writing Strategies in the classroom Copyright Warren Grellier Consulting. Not to be distributed without written permission 10 principles – see handout Which are the most important for guiding your teaching? Discuss your response with a partner or in your small group. Copyright Warren Grellier Consulting. Not to be distributed without written permission It gives students a tool for thinking about and discussion sentences (i.e. their writing) Students write to communicate their ideas – incorrect grammar might prevent their reader understanding what they are saying Even if the reader understands what is being said, having to restructure students’ ideas or add details will irritate, and detract from the power of the ideas Poor grammar will label the student as less literate than they are. It will mean lower marks that they deserve. Copyright Warren Grellier Consulting. Not to be distributed without written permission The minimum grammar for maximum effect 1. Teaching concepts of subject, verb, clause, phrase and related concepts for editing 2. Teaching style through sentence combining and sentence generating 3. Teaching sentence sense and style through the manipulation of syntactic elements 4. Teaching the power of dialects and the dialects of power 5. Teaching punctuation and mechanics for convention, clarity and style ( Weaver, 1996) Copyright Warren Grellier Consulting. Not to be distributed without written permission A few concepts taught well and a few pieces done well can be much more important for a student writer’s growth than many concepts and lessons taught superficially and many pieces of writing assigned without much guidance. ~Constance Weaver Grammar to Enrich and Enhance Writing Copyright Warren Grellier Consulting. Not to be distributed without written permission Copyright Warren Grellier Consulting. Not to be distributed without written permission Understanding sentences Combining sentences Enriching sentences Developing and expanding ideas in sentences Varying sentences for effect Evaluating sentences and clauses in designing and crafting writing Copyright Warren Grellier Consulting. Not to be distributed without written permission Incidentally where grammatical terms are used in the course of discussing literature and students’ writing Inductively- where students are guided to notice grammatical patterns and derive generalisations themselves Copyright Warren Grellier Consulting. Not to be distributed without written permission Teaching grammatical points when conferring with students about their writing Mini-lessons which present new and useful information to a class, group or individual Extended mini-lessons in which students try out or apply the concept briefly and collaboratively Copyright Warren Grellier Consulting. Not to be distributed without written permission In order for students to understand style (in both reading and writing), they need to have a basic understanding of grammar rules and syntax (structure). Understanding comes from reading, explicit instruction, writing opportunities, and feedback. Mere identification will not prove that a student understands and applies the rules of grammar. Copyright Warren Grellier Consulting. Not to be distributed without written permission Copyright Warren Grellier Consulting. Not to be distributed without written permission Copyright Warren Grellier Consulting. Not to be distributed without written permission Year 7 They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, accurate spelling and punctuation. Year 8 Students understand how the selection of language features can be used for particular purposes and effects. They demonstrate understanding of grammar, select vocabulary for effect and use accurate spelling and punctuation. Copyright Warren Grellier Consulting. Not to be distributed without written permission Year 9 Students understand how to use a variety of language features to create different levels of meaning. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation. Year 10 Students show how the selection of language features can achieve precision and stylistic effect. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts. Copyright Warren Grellier Consulting. Not to be distributed without written permission Syntax: the way words are organised to form sentences Phrase: Clause: Sentence Copyright Warren Grellier Consulting. Not to be distributed without written permission Made up of several words usually act as single word (mostly an adjective or adverb) Help to give variety to sentences Help student learn to punctuate sentences correctly (especially using commas) e.g. in the school , with their luggage, into the fire Copyright Warren Grellier Consulting. Not to be distributed without written permission The phrase introduced by a preposition acts like a single part of speech: Examples removed for copyright reasons. Examples of phrases can be sourced from Karen Gordon (1993) The Deluxe Transitive Vampire. New York. Times Books. Or other grammar texts Copyright Warren Grellier Consulting. Not to be distributed without written permission Bring together an infinitive and an object Examples removed for copyright reasons. Examples of phrases can be sourced from Karen Gordon (1993) The Deluxe Transitive Vampire. New York. Times Books. Or other grammar texts Copyright Warren Grellier Consulting. Not to be distributed without written permission Participles in both present and past tense, and come as close to the words they are describing Examples removed for copyright reasons. Examples of phrases can be sourced from Karen Gordon (1993) The Deluxe Transitive Vampire. New York. Times Books. Or other grammar texts Copyright Warren Grellier Consulting. Not to be distributed without written permission An independent ( or main) clause makes sense by itself and could ‘make it’ as a separate sentence, although independent clauses are often linked in one way or another within the same sentence A dependent ( or subordinate) clause is not self sufficient and needs to join with an independent clause to make a sentence. Most compound and complex sentences result from the combination between independent and dependent clauses Copyright Warren Grellier Consulting. Not to be distributed without written permission Two grammatically independent clauses may be linked by a linking word - coordinating conjunction - (and, or, but) Examples removed for copyright reasons. Examples of phrases can be sourced from Karen Gordon (1993) The Deluxe Transitive Vampire. New York. Times Books. Or other grammar texts Copyright Warren Grellier Consulting. Not to be distributed without written permission linking words- make the clause dependent If you’ll let out the cat, I’ll let out the dog. After he distributed the papers, the teacher left the room.. Copyright Warren Grellier Consulting. Not to be distributed without written permission Dependent clauses can function as an adjective an adverb or a noun. The linking word in a dependent clause is called a subordinating conjunction . Copyright Warren Grellier Consulting. Not to be distributed without written permission Adjectival: Adverbial: ◦ ◦ ◦ ◦ ◦ ◦ Condition (if, so, unless) Cause ( because, as, since) Concession (though, although, even if) Comparison ( than, as, as much as, just as) Place (where, whenever) Purpose (in order that, so that ) Examples removed for copyright reasons. Examples of phrases can be sourced from Karen Gordon (1993) The Deluxe Transitive Vampire. New York. Times Books. Or other grammar texts Copyright Warren Grellier Consulting. Not to be distributed without written permission Adverbial ◦ Result (so, that) ◦ Manner( as, as if) ◦ Time ( when , before, while, since) Examples removed for copyright reasons. Examples of phrases can be sourced from Karen Gordon (1993) The Deluxe Transitive Vampire. New York. Times Books. Or other grammar texts Copyright Warren Grellier Consulting. Not to be distributed without written permission Noun clauses ◦ ◦ ◦ ◦ ( ( ( ( Subject) Object) Appositive) Indirect object) Examples removed for copyright reasons. Examples of phrases can be sourced from Karen Gordon (1993) The Deluxe Transitive Vampire. New York. Times Books. Or other grammar texts Copyright Warren Grellier Consulting. Not to be distributed without written permission Every grammatically complete sentence has a least one independent clause. Copyright Warren Grellier Consulting. Not to be distributed without written permission Simple sentences are fine but they aren’t capable of explaining complicated relationships between ideas or for developing thinking in more sophisticated ways. For these you need compound and complex sentences which describe relationships, cause and effect, comparison, illustration, exception and concession Copyright Warren Grellier Consulting. Not to be distributed without written permission ‘Sentence combining is the only kind of ‘grammar’ teaching that has consistently been found helpful in enriching students’ writing.’ ‘Sentence combining and imitating is best done before or while students draft their own pieces of writing and while revising their own writing.’ (Constance Weaver 2007) Copyright Warren Grellier Consulting. Not to be distributed without written permission Activity1# Exercise 1. Create a simple sentence of your own. Copyright Warren Grellier Consulting. Not to be distributed without written permission George bought a new car. Copyright Warren Grellier Consulting. Not to be distributed without written permission Exercise 2: Now combine the simple sentence you created with another independent clause to create a compound sentence. Copyright Warren Grellier Consulting. Not to be distributed without written permission George bought a new car, and crowds of his students stood and stared. Copyright Warren Grellier Consulting. Not to be distributed without written permission Exercise 3 Go back to your simple sentence and combine it with one or more dependent clauses. Copyright Warren Grellier Consulting. Not to be distributed without written permission When he had enough money, George bought a new car. Copyright Warren Grellier Consulting. Not to be distributed without written permission Exercise 4. Now combine your main clauses, the independent clause and the dependent clauses you added to them to create compoundcomplex sentences Copyright Warren Grellier Consulting. Not to be distributed without written permission When he had enough money, George, who was the meanest man on earth, bought a new car, and crowds of his students stood and stared. Copyright Warren Grellier Consulting. Not to be distributed without written permission Avoids many of the problems with sentence fragments and run on sentences (comma splice) Many students present ideas as if all statements are of equal value. Many inexperienced writers have a tendency to join all sentences with and or but. These exercises help students to see and practise the relationship between ideas. Copyright Warren Grellier Consulting. Not to be distributed without written permission Using more effective syntax in writing o Sentence Unscrambling o Sentence Imitating o Sentence Combining o Sentence Expanding Copyright Warren Grellier Consulting. Not to be distributed without written permission Unscrambling: listing the sentence parts of a professional sentence for the student to unscramble ◦Practice in moving sentence parts for variety in style ◦Teaches grammatical constructions- words, phrases, clauses in all their variety ◦Shows the variable positions in which sentence parts may occur ◦Shows interrelationship of ideas as it demands close concentration on meaning Copyright Warren Grellier Consulting. Not to be distributed without written permission Sentence Unscrambling – see handout Copyright Warren Grellier Consulting. Not to be distributed without written permission Imitating: Using professional models where the structure is retained but content is the students’ Vary sentence structure through deliberate imitation Independent mastery of sentence structure Using models of syntax desirable but lacking in students’ writing Copyright Warren Grellier Consulting. Not to be distributed without written permission Sentence Imitating – see handout Copyright Warren Grellier Consulting. Not to be distributed without written permission Combining: Students impose a structure on a given amount of content by experimenting with possible combinations and compare with the original sentence. Familiarity with the kinds of constructions of professional writers Copyright Warren Grellier Consulting. Not to be distributed without written permission Sentence Combining - - see handout Copyright Warren Grellier Consulting. Not to be distributed without written permission Expanding. Students are given a ‘professional sentence’ with places marked for expansion. Students provide both content and structure Success here will show the student is well on the way to independent mastery. Copyright Warren Grellier Consulting. Not to be distributed without written permission Sentence Expanding - see handout Copyright Warren Grellier Consulting. Not to be distributed without written permission ◦ It is ‘add ons’ that differentiate professional sentences from student sentences (Christensen) ◦ Literature from professional writers is used ◦ Students develops syntactic dexterity – sentence acrobats ◦ Increases skill in writing and literature ◦ With a single sentence as the model, and through the four sentence composing techniques, students are far more likely to succeed. Copyright Warren Grellier Consulting. Not to be distributed without written permission Teaching students how to use phrases and ‘dependent’ and independent clauses’ is the key to teaching the rhetoric of the sentence. Copyright Warren Grellier Consulting. Not to be distributed without written permission Task What errors in your students’ writing bother you a lot? List them and discuss with your partner/small group. Copyright Warren Grellier Consulting. Not to be distributed without written permission Non-standard verb forms in the past tense or past participle: brung instead of brought or had went instead of had gone Lack of subject-verb agreement: We was instead of we were or Freddy don’t live there instead of Freddy doesn’t… Double negatives: I don’t have no… There never has been no reason to… Objective pronoun (me, him, her, them) as the subject of the sentence. Him and me are going to camp. Maxine Hairston (1981) Copyright Warren Grellier Consulting. Not to be distributed without written permission Sentence fragments Run –on sentences Lack of capital letters for proper nouns Use of ‘would of’ rather than ‘would have’ Poor subject verb agreement Comma between verb and its complement e.g. Jones cannot predict, that the Eagles will win the final in 2012. Non-parallelism e.g.. People are impressed by her smooth manner, elegant clothes and being witty. Faulty use of adverbs Copyright Warren Grellier Consulting. Not to be distributed without written permission 1. 2. 3. 4. 5. 6. Teaching grammar divorced from writing doesn't strengthen writing and therefore wastes time. Few grammatical terms are actually needed to discuss writing. Sophisticated grammar is fostered in literacy-rich and language-rich environments. Grammar instruction for writing should build upon students' developmental readiness. Grammar options are best expanded through reading and in conjunction with writing. Grammar conventions taught in isolation seldom transfer to writing (except sentence combining). Copyright Warren Grellier Consulting. Not to be distributed without written permission