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Grammar in the Heart of the Writing Process Amy Benjamin America’s Choice 2011 National Conference: Success By Design Atlanta, Georgia February 5, 2011 Please feel free to access any of today’s visuals: www.amybenjamin.com Students struggle with going from speech to writing, and then from informal to formal style. Grammar in the Heart of the Writing Process Today’s Agenda: 1. Where grammatical information can fit into the writing process 2. Learning nouns, adjectives, verbs, and adverbs and what to do with our knowledge of them 3. Using grammatical knowledge to expand vocabulary 4. Trouble-shooting: Creating complete sentences 5. How and why to teach prepositions 6. Code-switching from informal to formal language tone I. Cesar Chavez helped the farm workers. He advocated for them. He did not encourage violence. He led a boycott instead of violence. The boycott was an effective method of resistance. (30) III. Cesar Chavez, advocate for farm workers, helped them not by encouraging violence, but by leading a boycott. The boycott was an effective method of resistance. (25) II. Cesar Chavez helped the farm workers, and he advocated for them. He did not encourage violence. He led a boycott instead of violence, and the boycott was an effective method of resistance. (32) Cesar Chavez, advocate for farm workers, helped them not by encouraging violence, but by leading a boycott, an effective method of resistance. (22) Grammar is the most significant determiner of sophisticated style. GRAMMAR IN THE HEART OF THE WRITING PROCESS: Pre-writing experience: (non-sentence form) Drafting Sharpen your nouns Minimize your modifiers Replace BE verbs and weak verbs with strong action verbs Achieve parallel structure Combine sentences: create complex sentences use appositives use absolutes Expand and shrink noun phrases. Turn clauses into modifying phrases. Decide where to place modifiers for desired effect. Revising Publication Editing Point of intervention for substantial language improvement Point of intervention for surface error correction Parts of Speech: Fast and Furious Part of Sp.: Examples: Quick Definition: Noun monkey, river, America. prize Person, place, thing Verb eat, wish, is, find, cry Adjective dangerous, big, green, curly Describes a noun usually, slowly, clearly, eventually sometimes, now. Describes a verb in, on, at, for, with Shows position Adverb Preposition Action or state Hint: The______ He______ or He is______ing. The _______truck He joined the team______. Somewhere _____ the rainbow My Noun Palette Proper Nouns: Concrete Nouns: Abstract Nouns: -tion,-sion,-ism,-ence, -ance, -ness, -ment, -itude Morphology Chart NOUNS: VERBS: ADJECTIVES: ADVERBS: They will fit into this frame: The_____. They will fit into this frame: To____ or Can____or Is____ They will fit into this frame: They will fit into this frame: The ________truck Do it ___________. Nouns answer the question: What? or Who? Verbs answer the question: What is it doing, having, feeling, or being? Adjectives answer the question: What kind? (They may also answer the questions Which one? and How many? but those kinds of adjectives do not fit into the frame of The______truck. Adverbs answer any of these questions: Where? When? Why? To what extent? How? This “Morphology Kit” is a great way to expand vocabulary because most Noun-Making of the words created by Suffixes these suffixes express abstract ideas. Morphology Kit -ment -ness -ation, sion -ity -ism -hood -itude -ence -ance -ide Verb-Making Suffixes Adjective-making suffixes -ate -ify -ize -acious,icious -y -ous, ious -ant -able, ible -er; est Adverb-making suffix: -ly 5 The Language Tree Adjective Branches: very___________ Noun Branches: Verb Branches: very___________ very___________ the______________ can___________ can___________ very___________ the______________ the______________ the______________ the______________ the______________ very___________ can___________ can___________ can___________ can___________ Prepositional Phrase Branches: in________________ on________________ at_______________ for________________ with________________ Topic: ______________________________ Prepositions Six Reasons for Teaching Prepositions: 1. Prepositions add time and place detail to sentences 2. Students can vary their sentence structure and set the stage for a sentence by beginning some sentences with prepositions. 3. Students can add power to their writing by ending paragraphs with a prepositional phrase. (Conversely: Students can avoid ending sentences with prepositions so that their sentences are not weak or too informal.) 4. Students can avoid subject-verb agreement errors by recognizing prepositional phrases that intervene between the subject and the verb, as in “A box of matches (is, are) on the kitchen table.” 5. Students can create parallel structure by repeating prepositional phrases deliberately. 6. Students can select the appropriate pronoun case as the object of a preposition. (between you and me; for Joe and me) Now Entering the Complete Sentence Zone: The “Guess What!” test How it works: Say “Guess What!” in front of a group of words. If the group of words tells you “guess what!” then you have a complete sentence! Other tests: They believed that…. Can you turn it into a yes/no question? Phrase, Clause, Sentence A phrase is two or more words that go together (without being a sentence). There are noun phrases and verb phrases. Once we have both a noun and a verb, then we have a clause. A clause is a group of words that may or may not be a complete sentence. If a clause can stand alone as a sentence, then we call it an independent clause. (If a clause cannot stand alone as a sentence, then we call it a subordinate clause. Use worthwhile literature to practice finding phrases and clauses: from The Adventures of Tom Sawyer by Mark Twain Monday morning found Tom Sawyer miserable. Monday morning always found him so, because it began another week’s slow suffering in school. He generally began that day with wishing he had no intervening holiday; it made the going into captivity and fetters again so much more odious. Tom lay thinking. Presently it occurred to him that he wished he was sick; then he could stay home from school. Here was a vague possibility. He canvassed his system. No ailment was found, and he investigated again. This time he thought he could detect colicky symptoms, and he began to encourage them with considerable hope. But they soon grew feeble and presently died wholly away. He reflected further. Suddenly he discovered something. One of his upper front teeth was loose. This was lucky. Informal Formal Handout: Page 11 Informal and Formal backpack briefcase flip-flops dress shoes McDonald’s sit-down restaurant frisbee on the lawn football on the team snack zapping/nuking lunch cooking, baking, roasting The Sentence-Making Kit Fold a 5 x 8 index card in half, width-wise: Guess What! 1. They believed that… 2. Yes/no question 3. The Sentence-Making Kit On the inside of the card: AAAWWUBBIS: although, as, after while, when until because, before if, since If a sentence begins with any of these words, it must have two parts. Place a comma between the two parts if one of these words begins the sentence. These words, plus the comma, may join ,and two sentences. Writers sometimes begin ,but sentences with these words if they are ,so doing so for emphasis. Use as many These words will help you ACTION VERBS as possible. give detail in your sentences: Try beginning some of your Use words and groups of words that sentences with these words: answer the ADVERB QUESTIONS: IN FOR ON WITH When? Where? Why? How? AT To what extent? How often? Flip the switch into formal English: a lot = a great many or a great deal gonna= going to wanna= want to hafta= have to get,got = become, became, receive received, obtain, obtained gotta: must The Sentence-Making Kit On the back of the card: Substitutions for homophones and spelling problems: their = his there = here they’re = they are your = his you’re = you are its = his it’s = it is; it has I before E except after C Or when sounded as A As in neighbor or sleigh woman = man women = men Common Hitching Devices Coordinating Conjunctiions Subordinating Conjunctions And But So Or/nor As, although, after While, when Until Because, before If Conjunctive Adverbs However Moreover Therefore Furthermore AAAWWUBBI Can join two independent clauses to make a compound sentence. Warning: You must use a comma with these when they join independent clauses. Can hitch up to an independent clause, creating a subordinate (dependent) clause, forming complex sentence. Can appear after main clause (no comma) or before main clause (needs a comma) Relative Pronouns That Which Who, whom What Where Why How Whichever Whatever, etc. Can move within own clause; Requires commas on both sides Warning: If you wish to use these to join clauses, you must use a semicolon. Can join clauses Warning: Many sentence fragments begin with these words. Usually, you must hitch these words and the clauses that they introduce to your previous sentence.