Marshall,
I think sentence combining encourages language play, but doesn't
always encourage language reflection. I think some studies seem to show
the most effect from adding a meta-discourse to the mix. It might be fun
to do some sentence combining and think about how or why it might work.
Craig
Myers, Marshall wrote:
> I would agree with Andrew. I have used Martha's book a number of times in my style course.
>
> There are, however, still good books in sentence-combining; our own Max Morenberg's is one of the best. It is curious that sentence-combining has lapsed into the land of forgotten, but successful pedagogy. It, too, has a linguistic base, but teachers who have not had a linguistic background can easily adapt to using it in class.
>
> Marshall
>
> -----Original Message-----
> From: Assembly for the Teaching of English Grammar [mailto:[log in to unmask]] On Behalf Of Andrew Smyth
> Sent: Friday, October 17, 2008 11:20 AM
> To: [log in to unmask]
> Subject: Re: language and writing
>
> Craig,
>
> For a text, you might consider Martha Kolln's Rhetorical Grammar:
> Grammatical Choices, Rhetorical Effects, 5th edn. It's targeted at a
> composition audience, rather than linguistics, but I'm using it currently,
> along with other texts, for a teacher preparation course in grammar, and it
> has been very helpful. With the right supplements, Rhetorical Grammar might
> fit the bill for your new course.
>
> Best,
>
> Andrew
>
>
>
>
>
>
> Andrew Smyth
> Assistant Professor of English
> Southern Connecticut State University
> 501 Crescent Street
> New Haven, CT 06515
> (203) 392-5113
> [log in to unmask]
>
> -----Original Message-----
> From: Assembly for the Teaching of English Grammar
> [mailto:[log in to unmask]] On Behalf Of Craig Hancock
> Sent: Friday, October 17, 2008 10:09 AM
> To: [log in to unmask]
> Subject: language and writing
>
> Fellow ATEGers,
> I have gotten the go ahead from our linguistics department to develop
> and teach a course in language and writing. I have been teaching writing
> courses with a strong language component, but this one will be a
> language course with a strong writing component, fulfilling an upper
> level "writing intensive" requirement for students while serving as an
> elective in linguistics. Students will not only write, but explore those
> insights about language that seem most writing friendly, the "knowledge
> about language" that might be useful in writing, reading, editing,
> teaching. What can we learn from corpus grammars? Is meta-functional
> analysis (from systemic functional grammar) helpful? Is it useful to
> draw from cognitive linguistics in looking at form as a construal of
> meaning? What are the strengths and weaknesses of traditional grammar?
> >From the writing end, what knowledge about language will help us
> negotiate standard English, the routine conventions of writing
> (including punctuation), rhetorically effective choice, and the demands
> of academic texts.
> My first question would be whether anyone is doing anything similar
> and would be willing to share a syllabus and/or practical advice. The
> other question would be how to deal with the problem of text for a
> course that will, by design, be sampling from a number of approaches.
> Any advice would be welcome.
>
> Craig
>
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