At 10:07 PM 12/9/00 EST, you wrote:
Gretchen, is it that your students are still murky about the primary
chunks/ slots for a sentence/independent clause (i.e., subject/predicate)?

If that's the case, can you give examples of how you did 'chunking' with
them?

I think what's needed for teachers is a forum set up for them on the ATEG
site that provides
        a form for examples
        with space to explain the instructional context and instructional goals
        and a threaded bulletin board for comments from others.

It's not that hard to set up with Frontpage or Dreamweaver if the
webmeister has the time to do that. It would be an ENORMOUS help, since
this is just the kind of discussion that teachers need to enage with
colleagues and academics -- but moving from general to specific really
requires sharing data.

Judy


>For example, my focus this month in writing workshop has been commas.  I keep
>finding, however, that my sixth graders can't recognize some of the
>structures that require commas in their own writing.  The difference between
>two independent clauses (however you define them!) joined by a conjunction
>and a sentence with a compound verb seems to be as big a mystery as it was
>before we started.  And before anyone asks, no - I didn't use worksheets
>(well, okay.  I did make up an overhead with sentences from their writing!).
>
>We've "done" chunking, and sentence imitating, and sentence rearranging
>(mostly with sentences from their novels - the current one is _Beowulf_), and
>I'm about to go to sentence combining to see if that helps.  But they don't
>SEE the different sentence structures.
>
>Should I be "doing" sentence patterns?  How does one do that within the
>context of their writing?
>
>Any concrete tips for me?
>
>Gretchen in San Jose
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