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Warren Grellier
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Some principles
Grammar and writing
Strategies in the classroom
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10 principles – see handout
Which are the most important for guiding
your teaching?
Discuss your response with a partner or in
your small group.
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written permission
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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.
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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)
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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
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distributed without written permission
Copyright Warren Grellier Consulting. Not to be distributed without
written permission
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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
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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
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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
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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.
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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.
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Syntax: the way words are organised to
form sentences
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Phrase:
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Clause:
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Sentence
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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
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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
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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
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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
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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..
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Dependent clauses can function as an adjective
an adverb or a noun.
The linking word in a dependent clause is
called a subordinating conjunction
.
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Adjectival:
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Adverbial:
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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
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Noun clauses
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(
(
(
(
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
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Every grammatically complete sentence has a
least one independent clause.
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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
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‘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)
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Activity1#
Exercise 1.
 Create a simple sentence of your own.
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
George bought a new car.
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Exercise 2:
Now combine the simple sentence you created
with another independent clause to create a
compound sentence.
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George bought a new car, and crowds of his
students stood and stared.
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Exercise 3
Go back to your simple sentence and
combine it with one or more dependent
clauses.
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When he had enough money, George bought
a new car.
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Exercise 4.
Now combine your main clauses, the
independent clause and the dependent clauses
you added to them to create compoundcomplex sentences
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
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.
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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.
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Using more effective syntax in writing
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Sentence Unscrambling
o
Sentence Imitating
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Sentence Combining
o
Sentence Expanding
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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
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Sentence Unscrambling – see handout
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Imitating: Using professional models where the
structure is retained but content is the
students’
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Vary sentence structure through deliberate
imitation
Independent mastery of sentence structure
Using models of syntax desirable but lacking
in students’ writing
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
Sentence Imitating – see handout
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Combining: Students impose a structure on a
given amount of content by experimenting
with possible combinations and compare with
the original sentence.
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Familiarity with the kinds of constructions of
professional writers
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Sentence Combining - - see handout
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Expanding. Students are given a ‘professional
sentence’ with places marked for expansion.
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Students provide both content and structure
Success here will show the student is well on
the way to independent mastery.
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
Sentence Expanding - see handout
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◦ 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.
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Teaching students how to use phrases and
‘dependent’ and independent clauses’ is the
key to teaching the rhetoric of the sentence.
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Task
What errors in your students’ writing bother
you a lot?
List them and discuss with your partner/small
group.
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written permission
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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)
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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
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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
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