Are all of Craig's choices appropriate for all grade levels?  It seems that the description of the patterns is graded.  Maybe ATEGers can suggest the grade levels where a functional descriptions can or should be brought into the lessons on composition. 

 

The comic strip cartouches are very attractive devices for depicting the projection of thoughts and direct quotes, that students at most grade levels can relate to.  But this leaves a gap as there is no way to depict reports, ie, indirect quotation, however.  This and the fact that there is often backshifting of tense, aspect, and mode, is indication that the grammatical item is delayed till high school, but how does functionalism fit here?  The creation of "meaningful" writing and making "meaningful" choices, can only go so far. 

 

At which grade levels do the grammatical descriptions belong?  Is the functional description ("evidentiality") delayed till high school, when these patterns can all be compared and contrasted?  Are there other functional concepts beyond meaningful and evidential that belong at these various stages?

 

1) (Spot dropped dead.) "drop dead" as an idiom derived from the subjective complement pattern

2) (I saw Spot drop dead.) the verbs "see" and "hear" as verbs that select an infinitive phrase as object

3) (Paul said "Spot dropped dead.") the quoted assertion in a sentence

4) (I believe Spot dropped dead.) the content clause as an object of thought (factive)

5) (I heard Paul say that Spot dropped dead.) the sensation verbs of (2) allowing embedding of (4) in a recursive projection

6) (According to a source close to the owner, Spot dropped dead.) the adverbial phrase of justification

7) (A source close to the owner alleges that Spot dropped dead from poor nutrition.) selecting partial propositional content of an assertion as object  

 

Bruce