>
>
>> >>  These two functions are fulfilled by grammatical choices,
>> >> although the patterns are tendencies rather than rigid rules.
>> >
>> >I wonder how many students want to be told about tendencies.  Exactly,
>> >what is the percentage of a tendency?  How much deviation must there be
>> >from a tendency for a text to be "ungrammatical"?
>>
>
>  Judy,
>    I am not sure I follow you. Could you provide a language example that will
>make clearer the point of your analogies?  I think that the question is how (or
>whether)  these "tendencies" can be formalized into a "grammar" or some
>structure that students can use to guage the well formedness of their texts. I
>think we all agree that  such tendencies are observable.
>                                    Jim Kenkel
>                                    Eastern KY Univ

I'll try. Let's say the curriculum calls for students to learn to write
exposition of some kind. Wouldn't it be helpful if the teacher could ask, Do
my students know how to nominalize processes/build up noun phrase subjects?
-- If the answer is no,  that might be one point of departure for the unit.
I could propose more examples, but probably you could too. If you need more,
say so -- Judy



>


Judith Diamondstone  (732) 932-7496  Ext. 352
Graduate School of Education
Rutgers, the State University of New Jersey
10 Seminary Place
New Brunswick, NJ 08901-1183