I've been reading how people are on either side of
the grammar teaching divide. But why does it have to
be an either/or proposition?
I believe we should follow an ECA approach
(exploration - conceptualization - application.) where
students explore the use of the targeted grammar
features in different contexts, then "conceptualize" them
in isolation, and then apply those features in new
contexts.
José Santos
University of Puerto Rico at Cayey
----- Original Message -----
From: Ed Vavra <[log in to unmask]>
To: <[log in to unmask]>
Sent: Wednesday, June 13, 2001 6:12 AM
Subject: Grammar and Literature -- Help Please
> I would really appreciate suggestions regarding short passages from
essays,
> stories, etc. that could be used as syntactic models for copying
exercises,
> fill-in-the-blanks, sentence-combining, etc. I am especially interested in
> passages from texts read by students in grades 6-12, but others will also
be
> appreciated. Peter Feely told me that there would be no problem if my TRIP
book
> manuscript for NCTE was adapted from the KISS web site, so part of the
manuscript
> is at
> http://www2.pct.edu/courses/evavra/KISS/Monday/index.htm
> In essence, I am looking for practical exercises for the various
activities
> described there. Other suggestions, of course, will also be appreciated.
> I have, by the way, reread the relevant parts of the Braddock and
Hillocks
> reports, and I now find that, to a large extent, I agree with them. It
seems to me
> that most of the members of ATEG, although they clothe it in new terms,
are going
> back to the "traditional" memorization, definition, kill-and-drill
approach of the
> textbooks. In essence, fill the students with definitions, rules,
exceptions,
> etc., and then wonder why their writing doesn't improve. If anyone can
explain why
> I'm wrong, I'm interested.
> Ed V.
>
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>
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