It may be best then just to drop spelling. I think Johanna's "g" is what I am calling "sentence roles in b" though her title is a good bit more explanatory -- so what how about ...
1. What to teach (scope)
a. parts of speech
b. sentence roles; i.e., Constituent structure at the phrasal and clausal level
c. sentence / clause types
d. punctuation
e. spelling
f. tense, aspect, mood, and voice
I'd be interested in participating in a, b, c, and d and have a paper or two in the area that may be useful. As for part two I am interested in post-secondary.
Phil Bralich
>g. Constituent structure at the phrasal and clausal level (that is,
>more detail on "sentence/clause types")
>h. Role of grammar in creating coherent texts
>i. Relation of grammar to meaning and style
>j. Variation in language: social, regional, stylistic (registers)
>
>1. What to teach (scope)
> a. parts of speech
> b. sentence roles
> c. sentence / clause types
> d. punctuation
> e. spelling
> f. tense, aspect, mood, and voice
>
>I don't know about other states, but California already has a thorough
>spelling program for all grades. The early grades instruct in phonemic
>awareness and phonics, and later grades concentrate on variation in
>root/affix spellings and frequently-misspelled words. This is handled
>separately from the grammar component of the whole language arts
>program.
>
>Dr. Johanna Rubba, Associate Professor, Linguistics
>Linguistics Minor Advisor
>English Department
>California Polytechnic State University, San Luis Obispo
>E-mail: [log in to unmask]
>Tel.: 805.756.2184
>Dept. Ofc. Tel.: 805.756.2596
>Dept. Fax: 805.756.6374
>URL: http://www.cla.calpoly.edu/~jrubba
>
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