On Tue, 21 Oct 1997 15:33:52 -0700 Johanna Rubba said:
>I have a question for Bob: What's the rationale for children being able to
>_identify_ (that is, label) constructions that they use? Is it an aid to
>help them in talking about their writing, or is such knowledge supposed to
>help them use a wider variety of constructions?
 
These guidelines are meant for teachers and I was really suggesting that
teachers need to be relatively proficient in labelling forms and functions
in a sentence.  Among other reasons, teachers need to have a language to
talk about what is and isn't standard and for assessing student writing.
 
If we take process writing seriously, then I think the ability to talk about
the grammatical choices a writer has in expressing ideas is important.  This
ability requires some metalinguistic knowledge.
 
I have no idea how students learn to use a variety of constructions.  My guess
is that such ability comes from reading a great deal of different kinds of
materials and practicing.
 
Bob Yates, [log in to unmask], Central Missouri State University
>English Department, California Polytechnic State University   ~
>San Luis Obispo, CA 93407                                     ~
>Tel. (805)-756-2184  E-mail: [log in to unmask]      ~
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