Scott,
Simply put, I don't believe that extensive correct usage does not indicate cognitive mastery of nominative absolutes. But look at the list of things you have read. Along the way, you certainly met (and mastered) more subordinate clauses than noun absolutes. I don't know where you are teaching, but most students do not do anywhere near that amount of reading. Indeed even many college students have a very poor cognitive mastery of clauses--that is reflected, in part, in the fragments, comma-splices, etc. that appear in their papers. If you can get all the students in this country to read the amount (and quality) that you have, we could probably do away with grammar instruction altogether, and then I could go back to reading my beloved Dostoevsky.
Given the world in which we live, however, I would argue that trying to teach noun absolutes to students who do not yet have control of clauses will only cause the students more problems.
Ed
-----Original Message-----
From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Scott
Sent: Wednesday, February 04, 2009 4:28 PM
To: [log in to unmask]
Subject: Re: To ED: was re ATEG Digest - 2 Feb 2009 to 3 Feb 2009 (#2009-27)
Getting personal, I read Pilgrim's Progress in the 4th grade; Moby Dick
in the 5th, Gibbons's Decline and Fall of the Roman Empire in the 6th, The
World as Will and Idea in the 7th grade. My reading was certainly reflected
in my writing. If I used nominative absolutes correctly, why would you
believe that extensive correct usage does not indicate cognitive mastery
of nominative absolutes.
Scott Catledge
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of ATEG automatic digest system
Sent: Wednesday, February 04, 2009 12:00 AM
To: [log in to unmask]
Subject: ATEG Digest - 2 Feb 2009 to 3 Feb 2009 (#2009-27)
If students do not develop
> gerundives (participles that function as adjectives) until late middle or
> high school, it is unlikely that they will cognitively master noun
> absolutes. That does not mean that such phrases do not show up in any
> students writing. I haven't had as much time as I would like to devote to
> this research, but it would not surprise me to see noun absolutes in the
> writing of fifth or sixth graders. But it would almost certainly be in the
> writing of students who are habitual readers.
> It's an interesting question, and I hope you enjoy exploring it.
> Best wishes,
> Ed
>
>
>
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]] On Behalf Of Scott Woods
> Sent: Sunday, February 01, 2009 11:53 PM
> To: [log in to unmask]
> Subject: Developmental phases of grammar knowledge
>
> Dear List,
>
> I have read that some constructions do not appear in student writing until
> they are at the right age. I do not recall where I read this, but it
> seems to go against my experience, specifically, as I recall, the claim
> that absolute phrases do not show up until students are around 16. Has
> anyone else read anything like this? Does anyone have any references for
> this? Is this a widespread idea?
>
> Scott Woods
>
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