A good question for this list might be how grammar can help connect high 
school students to literary texts.  Although I'm not familiar with this 
book, the question is still generally applicable, and I think highly 
relevant to our convention theme of "beyond error."  Clearly, students 
aren't going to be engaged trying to find adverbs, prepositional phrases, 
and dependent clauses in a literary text.  However, what about using grammar 
to discern meaning - picking a passage where meaning is created, for 
example, on how dependency is established through clauses or on how it is 
created through repetition of phrases.  The text I like to use in this 
regard is _Narrative of the Life of Frederick Douglass_, but I don't see why 
it wouldn't work for others.  Any other examples?

Geoff Layton

>From: Angela Finn <[log in to unmask]>
>Reply-To: Assembly for the Teaching of English Grammar              
><[log in to unmask]>
>To: [log in to unmask]
>Subject: Chaim Potok
>Date: Tue, 15 May 2007 13:08:19 +0000
>
>
>
>Hello,
>
>I have not participated in this listserv and I don't know how I became 
>included, but I have a question. My Honors 9 students are currently reading 
>The Chosen by Chaim Potok. Do you have suggestions to help them connect to 
>the literature? I teach in a rural, white area and the students are having 
>difficulty relating to the young Jewish characters in the story. I want 
>them to be creative, active, introspective, etc. They seem to be checked 
>out for summer, so I was hoping you could help me.
>
>Angie

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