Your last sentence was profound, well-stated, and true, Geoff!
Linda Comerford
-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]]On Behalf Of Geoffrey Layton
Sent: Thursday, January 04, 2007 10:51 AM
To: [log in to unmask]
Subject: Re: Grammar and writing in elementary school
The problem with grammar instruction is that historically it has not been
seen as a tool for rhetorical invention. Whether the grade level is
elementary or college, the focus of most writing instruction is on just that
- invention, creativity, and personal expression. Hence the popularity of
such devices as "free-writing" and graphical organizers. So grammar, then,
is usually left to the end of the writing process for editing and
correction.
However, it is possible to teach grammar and invention together. By giving
students the most basic kernels of a sentence - "the boy walked" - "the girl
ran" - "the baby cried" - (or having them create their own), you can use
grammatical constructions - adverbs, prepositional phrases, dependent
clauses, infinitive phrases, etc. - to create meaning from the kernel.
For example, using adverbs to create when and where meaning, the following
is a possible invention: "Last night, the boy walked home." Now,
prepositional phrases can be added: "Last night after the game, the boy
walked home through a bad neighborhood." And finally, the dependent
clauses: "Last night after the game when the rest of the team went out to
McDonald's, the the boy walked home through a bad neighborhood where a gang
tried to beat him up." The best part about this exercise is that students
learn how grammar not only CAN be used to create meaning - you can't create
meaning without grammar!
Geoff Layton
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