Talking about Writing is for high school teachers and students who
1. need a common vocabulary with which to discuss written
language; 2. desire a working knowledge of the chief elements of
sentence structure, grammar, usage and punctuation as they apply to
the writing process; 3. demand an integrated approach, and a
sequenced format adaptable to individual lessons; and 4. appreciate
the help of an Answer key.
A mechanic immersed in the intricacies of engine repair does not
ask for a "thingummy" or a "whatsit." He or she names the tool and
holds out a hand to receive it.
In the same way, teachers and students poring over the products of
the writing process need a basic common vocabulary with which to
discuss the work. They need to make mutually understandable
statements which will clarify and improve the material under
review. For example, "This sentence contains a misplaced modifier"
is more helpful and precise than 'Don't you think putting this bit
in a different place will make the sentence sound better?' Talking
about Writing supplies this basic vocabulary.
The text has a simple format. It teaches the recognition of the
nine sentence errors which writers commonly make. It integrates the
grammar necessary to understand each sentence error. Sentence
combining, usage, and punctuation exercises strengthen writing
technique.
Talking about Writing fills a need for both a concrete objective in
English language study and a teaching plan. It provides a method of
entry - the nine sentence errors - which is useful to many:
beginning teachers, for example; teachers of other subjects who
have been asked to pick up one or two blocks of English in the
timetable; teachers whowish a clear explanation of the language in
the writing process; or parents who run home school.
A further advantage is to make a connection between the teaching of
English language and other languages; such as, French or Spanish.
Students studying a second language are expected to recognize, for
example, a direct object or a past participle in order to make the
necessary agreement. The grammar component accompanying each
sentence error encourages the transfer of this knowledge from one
language to another.
Talking about Writing is sequenced and self-explanatory. In each
chapter the material progresses in simple and logical increments to
the desired end; namely, to recognize a sentence error in order to
discuss written work, practise effective writing techniques, and
empower communication. The sentence errors progress in difficulty
from grades 8 to 12. The format is adapted for individual lessons.
Curriculum guides tend to be written in generalities. Talking about
Writing provides the teacher with a pattern. Having experienced the
focus of this programme and the integration of the topics, he or
she then knows how to access additional material to suit a
student's individual needs.
How Talking about Writing is organized
Students are taught to recognize the nine major sentence errors:
two in each of grades 8 to 11, and one in grade 12, as follows:
Grade 8- Run-on Sentence, Sentence Fragment Grade 9- Lack of
Parallel Structure, Misplaced Modifier Grade 10- Dangling
Participle, Lack of Agreement Grade 11- Indefinite Antecedent,
Incorrect Tense Grade 12- Wordiness
The grammar necessary to understand the sentence error is
integrated with appropriate punctuation andsentence combing
techniques.
A pre-test and a post-test accompany each sentence error, and
exercises accompany the grammatical explanation.
A usage section is included for grades 8, 9, and 10, and a review
of punctuation for grade 11.
The unit for grade 12 includes instruction on writing forcefully as
well as supplementary exercises on the topics learned in grades 8
to 12.
The grade levels are colour coded for accessibility and interest.
How to Use Talking about Writing
This text is intended to provide a finite amount of essential
information for the designated grade. There is light at the end of
the tunnel.
In contrast to the leisurely musing which characterizes the
composing process, or the angular discussion which accompanies
literary analysis, the pace of a language class is rapid. Two to
five minutes is adequate for a short Practice Exercise. It is left
brain activity. Students are learning how to organize and sharpen
their written work. So the teacher is encouraged to push forward
quickly - not a wasted minute. 'Down time' encourages boredom. Keep
the class at a gallop.
Language study is fun. Every exercise is a puzzle. Encourage the
students to play with the concepts. Be patient with 'wrong'
answers. Support inquisitiveness. Allow for possibility. If
students come away with some knowledge of the intricacies of the
language, and some respect for the ways it may be shaped, then the
class has achieved its objective.
Students may mark their own or others' work. The overhead projector
may be used to demonstrate in sequence the various 'jobs' requested
in the Practice Exercises; for example, underline, circle, and draw
arrows. Each 'job' may be givenone mark and then the Practice
Exercise scaled down by division to a reasonable worth. Encourage
neatness and the use of a ruler.
At the conclusion of each sentence structure, grammar, or
punctuation topic, students are asked to memorize certain aspects
and to write definitions in their notebooks. In this way they keep
their own record of what they have practised and have study
material for tests.
General
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