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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