Herb, please add me to your handout list too. Thanks.

Jeff

Dr. Jeff Wiemelt
Director of Freshman English
Editor, Journal of College Writing
Southeastern Louisiana University, Box 10861
Hammond, LA 70402
985-549-5761
----- Original Message ----- 
From: "diane skinner" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Monday, July 07, 2008 6:35 PM
Subject: Re: Handout


> Dear Herb,
>
> I studied grammar using Analyzing English Grammar by Thomas Klammar,
> et.al. (I don't know how to italize or underline using gmail.)
> Their approach explains only five prototypical structures, and they
> use Phrase Structure Trees for diagramming sentences.
> I have seen Kolln's structures, and I am curious to see your handout.
> When you get the time, please send it to me at [log in to unmask]
>
> Thanks,
> Diane
>
> On Mon, Jul 7, 2008 at 7:41 AM, Carol Morrison <[log in to unmask]> 
> wrote:
>> Dear Herb,
>>
>> I would like a copy of the handout too. Thanks very much.
>>
>> Carol Morrison
>>
>> [log in to unmask]
>>
>> --- On Mon, 7/7/08, STAHLKE, HERBERT F <[log in to unmask]> wrote:
>>
>> From: STAHLKE, HERBERT F <[log in to unmask]>
>> Subject: Re: Handout
>> To: [log in to unmask]
>> Date: Monday, July 7, 2008, 6:08 AM
>>
>> I've had several requests for the handout I mentioned, and I've sent
>> those off-list since the listserver doesn't allow attachments.  I'll be
>> happy to send it to whoever would like it, but I'm leaving for the 
>> cottage
>> in about an hour and will be out of internet contact till Friday.  Any
>> requests
>> that arrive this week I'll respond to then.
>>
>> Herb
>>
>> Herbert F. W. Stahlke, Ph.D.
>> Emeritus Professor of English
>> Ball State University
>> Muncie, IN  47306
>> [log in to unmask]
>> ________________________________________
>> From: Assembly for the Teaching of English Grammar
>> [[log in to unmask]]
>> On Behalf Of Claudia Kiburz [[log in to unmask]]
>> Sent: July 7, 2008 1:33 AM
>> To: [log in to unmask]
>> Subject: Re: Transitivity vs Intransitivity - The Linguists' Version of
>> Hazing?
>>
>> I would love to see it, too.
>> Please send to:
>> [log in to unmask]<mailto:[log in to unmask]>
>>
>>
>> Nancy Tuten <[log in to unmask]> wrote:
>> Herb, I would like to see your handout, but it didn't come through for 
>> me.
>> Will you send it to me off list at
>> [log in to unmask]<mailto:[log in to unmask]>?
>>
>> Everyone—I wish I were going to be with you at the ATEG conference. Every
>> year the conference is held at a time that conflicts with two important
>> family
>> events. One day, however, I hope to have the chance to attend and finally
>> put
>> faces with the names of people I feel as if I know!
>>
>> Thanks,
>> Nancy
>>
>>
>>
>> Nancy L. Tuten, PhD
>> Professor of English
>> Director of the Writing-across-the-Curriculum Program
>> Columbia College
>> Columbia, South Carolina
>> [log in to unmask]<mailto:[log in to unmask]>
>> 803-786-3706
>>
>>
>> From: Assembly for the Teaching of English Grammar
>> [mailto:[log in to unmask]] On Behalf Of STAHLKE, HERBERT F
>> Sent: Sunday, July 06, 2008 11:42 AM
>> To: [log in to unmask]
>> Subject: Re: Transitivity vs Intransitivity - The Linguists' Version of
>> Hazing?
>>
>> Tabetha,
>>
>> I love your subtitle, although we can be much more perverse than
>> transitivity.
>> Transitivity, as you've found, can be a real puzzle, and I think there 
>> are
>> two
>> approaches you could take.  The first is the sense that the verb classes 
>> are
>> not
>> exclusive.  "Remember," for example, can be treated as fitting into more
>> than class.  But the other approach is to help your students distinguish
>> between complements and modifiers.  Complements are different from 
>> modifiers
>> in
>> several ways.  They are located closer to the verb than modifiers, so
>> modifiers
>> will usually occur towards the end of a sentence, after all the 
>> complements.
>> Complements can't move around as much as modifiers can, so, for example, 
>> you
>> won't find a complement as an introductory phrase.  However, in
>> voice-changing constructions like the passive it's complements, not
>> modifiers, that are moved.  You can test these properties with your 
>> students
>> by
>> having them switch, say, a direct object and a temporal modifier, e.g., 
>> "I
>> ate lunch in the park" vs. "I ate in the park lunch."
>>
>> I'm attaching a handout I've used in teaching sentence patterns.  Mine 
>> are
>> basically the same as Martha's with a few minor differences.  It takes a
>> story approach to sentence patterns, and I've found it to work reasonably
>> well.  You're welcome to use it as is or modify it as you wish.
>>
>> All the best!
>>
>> Herb
>>
>> From: Assembly for the Teaching of English Grammar
>> [mailto:[log in to unmask]] On Behalf Of Tabetha Bernstein-Danis
>> Sent: 2008-07-05 22:07
>> To: [log in to unmask]
>> Subject: Transitivity vs Intransitivity - The Linguists' Version of 
>> Hazing?
>>
>> Hello everyone. I am somewhat new on the listerv but have been lurking 
>> for
>> awhile.  I teach a graduate level class on teaching grammar and usage to
>> preservice secondary teachers.  Tonight I had my students engage in an
>> activity that many found rather confusing. Their task was to pull
>> sentences from their own writing and to classify them according to Martha
>> Kolln's seven sentence patterns. We ran into some difficulty when trying
>> to classify transitive and intransitive verbs. It seems that many 
>> students
>> left the class more confused than enlightened, so I really want to 
>> revisit
>> this concept to deepen their understanding and to help them think about
>> how they might tackle transitivity with middle and high school students.
>> The greatest difficulty involved verbs that can be either transitive or
>> intransitve. "Remember" is an example of one of these words. In the
>> sentence, "I remember", the verb is intransitive because it can stand
>> alone. But if I say, "I remember my high school days", remember has
>> become
>> transitive because "my high school days" would be the direct object.
>> "I
>> remember fondly" on the other hand is intransitive because
>> "remember" is
>> followed by an adverb. However, some verbs are always transitive, such as
>> "gave". So, at risk of further confusing my students, how might the
>> members of this listserv suggest I go about further exploring this issue
>> in class? This is a very short summer course, by the way, and will be 
>> over
>> in just 4 more weeks. I just don't want my students to be left confused
>> and to perhaps abandon teaching grammar altogether. After every class I
>> have my students provide feedback and I think this student's response 
>> sums
>> up the way many people feel about the ambiguity of grammar:
>> "I don't feel that this lesson made anything more lucid, but I
>> certainly
>> understand why teaching grammar makes students hate grammar, but I 
>> realize
>> it's probably the linguists' version of hazing."
>> Any responses would be gladly appreciated.
>>
>> Tabetha Bernstein-Danis
>> ________________________________
>> The Famous, the infamous, the lame - in your browser. Get the TMZ Toolbar
>> Now<http://toolbar.aol.com/tmz/download.html?NCID=aolcmp00050000000014>!
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