Ed:
Don't overlook poetry as a source of syntactic models. It's full of them,
often used with special intensity of rhetorical effect. Look at the last
stanza Wilfred Owen's "Dulce et Decorum Est" for two long introductory
adverbial clauses. (I'm sure this is read in K-12.) Look at Walt Whitman's
"The Dalliance of the Eagles" for dazzling use of participles. (This may
not be read in K-12. Sex.)
> ----------
> From: Ed Vavra
> Reply To: Assembly for the Teaching of English Grammar
> Sent: Wednesday, June 13, 2001 3:12 AM
> To: [log in to unmask]
> 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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