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Engaging Grammar: Practical Advice for Real Classrooms Presented by Amy Benjamin www.amybenjamin.com “ I’ve never known a person who wasn’t interested in language.” -Steven Pinker, The Language Instinct GRAMMAR IN THE HEART OF THE WRITING PROCESS: 8 Sentence-Crafting Techniques: 1. Prepositional phrase sentence openers 2. Strong action verbs 3. Noun phrase appositives 4. Appositive adjective pairs 5. Choosing active or passive voice 6. Adverbial clauses 7. Semicolon in a compound sentence 8. Parallel structure Pre-writing experience: (non-sentence form) Drafting Revising Editing Point of intervention for substantial language improvement Point of intervention for surface error correction Publication 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) 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) III. Cesar Chavez, advocate for farm workers, helped them not by encouraging violence, but by leading a boycott, an effective method of resistance. (22) Grammatical choices have rhetorical effects. There was Craig, the basketball-star brother, tall and friendly and courteous and funny, working as an investment banker but dreaming of going into coaching someday. Techniques: 1. Appositive: Craig, the basketball-star brother, 2. Loose sentence: Subject-verb established upfront, followed by well-developed modifier structures (including four postnoun adjectives) 3. Polysyndeton (“and” between modifiers to emphasize each one) 4. Parallel structure: working…but dreaming… 5. Verbals: working, dreaming, going Barack Obama, The Audacity of Hope It was the very witching time of night. Ichabod was heavy-hearted and crestfallen. He pursued his travels homewards… It was the very witching time of night when Ichabod, heavy-hearted and crestfallen, pursued his travels homewards… Techniques: 1. Adverbial clause: …when Ichabod…. 2. Post-noun adjective pair: Ichabod, heavy-hearted and crestfallen, …. “The Legend of Sleep Hollow” by Washington Irving Grammar and the Gertie Ball™ “Grammar and the Gertie Ball™” gets you going on rhetorical grammar, the kind of thinking about sentence structure that allows us to make informed choices about how we craft sentences. “Grammar and the Gertie Ball™” is played only when the students have their rough drafts in hand. The idea is to have the students toss the ball to determine which of the eight sentence-crafting techniques to put into play on one of the sentences in their drafts. The 8 Sentence-Crafting Techniques: 1. Prepositional phrase sentence To set up Grammar and the Gertie Ball™, use a openers permanent marker to write the techniques, one in 2. Strong action verbs each of the sections delineated on the ball. 3. Noun phrase appositives 4. Appositive adjective pairs In the beginning stages, have one student toss the 5. Choosing active or passive voice ball on behalf of the class to determine the technique 6. Adverbial clauses to be practiced. 7. Semicolon in a compound sentence 8. Parallel structure You will then deliver a brief lesson on the designated technique. Students are expected to demonstrate knowledge of the technique by transforming at least one of the sentences in their draft. They need to hi-light this sentence on their final draft. Eventually, students will be able to work in groups to accomplish their revisions. Presented by Amy Benjamin. www.amybenjamin.com Full guidelines for each of these skills are available free of charge on www.amybenjamin.com. Go to “recent presentations” and “grammar.” The Difference Between Revision and Editing Revision is about transforming: Content: Through the pre-writing and drafting stages, the writer may develop a new conception of where the whole piece wants to go. Organization: The writer may rearrange sentences or paragraphs. The writer will probably want to add transitions: in and out of paragraphs and from sentence to sentence within paragraphs Language: The writer should be upgrading vocabulary to be interesting, varied, and appropriate for the audience. The writer should also be combining sentences, eliminating redundancy, and using other rhetorical techniques that make the language more powerful and efficient. Editing is about correcting: Agreement: Subject-verb Pronoun-antecedent Pronoun case Adjectival Adverbial Usage: Proper verb forms Consistency of verb tense Clarity: Placement of sentence elements Spelling Capitalization Punctuation Inadvertently omitted or ineffectively repeated words Overall presentation and “look” of the piece Meaning: Did you do what the question asked you to do? (Also called: focus, addressing the task ) Language: Is your word choice (diction) appropriate, efficient, interesting, and varied? Development: Is your sentence structure (syntax) appropriate, efficient, interesting, and varied? Revision Do you have sufficient supportive information, such as: reasons, examples, anecdotes, textual reference, proof Have you written from the appropriate P.O.V? Organization: Is your language tone (register) appropriate for your audience? Do you give your reader enough transitional words between and within paragraphs? Do your introduction and conclusion serve your purpose? Editing: Surface Features, such as: Grammatical mismatches and errors Spelling, capitalization, punctuation How to use the ACTION FLASH CARDS to expand sentence skills: Have students express what is happening in the action flash card using various sentence forms: Step One: Explain what is happening in your action flash card. Step Two: Now, experiment with many different ways to write your sentence: Ex: Begin with There is/ There are____________ Don’t begin with the or a Write a yes/no question Write a Who? or What? or When? or Where? or Why? question Write a sentence that has an -ING word Write a sentence that has a word in it that you’ve never written before Write a sentence that does not use IS or ARE or WAS or WERE Write a sentence that uses BECAUSE in the middle. Reverse that sentence to have BECAUSE as the first word Write a sentence that uses SO in the middle Write a sentence that needs two commas Write a sentence that shows a detail Write a sentence that could be the first sentence of a story Write a sentence that could be the last sentence of a story Kinds of Information Noun Phrases: Who? What? Adjective Structures Which one? What kind? How many? Verb structures: What is its action? What is its nature? Adverb structures: Where? When? Why? In what manner? How often? Core Sentence: Who or what? What about it? Phrases and clauses can do Adjective information: Which one? What kind? How many? Adverbial information: Where? When? Why? To what extent? How often? In what manner? the work of adjectives and adverbs by answering the questions that adjectives and adverbs answer. Core Sentence: Who or what? What about it? Extension: Write one well-developed sentence for each of the four major communicative purposes: • To inform • To persuade • To entertain • To socialize Phrases and clauses can do Adjective information: Which one? What kind? How many? Adverbial information: Where? When? Why? To what extent? How often? In what manner? the work of adjectives and adverbs by answering the questions that adjectives and adverbs answer. Morphology Chart NOUNS: VERBS: ADJECTIVES: ADVERBS: They will fit into the frame: The_____. They will fit into the frame: Can______ (or) Can be_______ They answer one of these questions: Which one? What kind? How many? They answer one of these questions: Where? When? Why? To what extent? How often? In what manner? Regular verbs have four forms: Base form; -s form; -ed form; -ing form Although most verbs in their -ed and –ing forms can be used as adjectives, you don’t have to repeat the forms in this column. The adjectives that will be in this chart will answer, “What kind?” The adverbs that will be in this chart will answer, “In what manner?” It’s easier to teach parts of speech than you think. Simply use the cues above. Use the morphology chart to illustrate how a word can change its forms, adapting itself to more than one part of speech. Not all words follow the same morphology. It’s interesting to see how words morph into different forms. The morphology chart is great for grammar lessons, vocabulary expansion, and spelling. See www.amybenjamin.com for blank and sample morphology charts.