| Preface |
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xi | |
| Acknowledgments |
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xv | |
| Overview of Grammar Basics |
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xvii | |
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PART ONE Teaching Grammar for Writing: Principles to Practice |
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1 | (8) |
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Teaching grammar to enrich and enhance writing |
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3 | (2) |
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Grammar to enrich writing |
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3 | (1) |
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Grammar to enhance writing |
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4 | (1) |
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Grammar in the writing process: A quick overview |
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5 | (1) |
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Our perspective on teaching grammar: Positive, productive, and practical |
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6 | (3) |
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Grammar, Grammars, and the Traditional Teaching of Grammar |
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9 | (16) |
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Expanding the basic definition of grammar |
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10 | (2) |
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Concepts of grammar and grammars |
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12 | (1) |
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What's wrong with how grammar has traditionally been taught? |
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13 | (10) |
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Teaching grammar in isolation produces little if any improvement |
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14 | (1) |
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Traditional grammars define parts of speech in inconsistent and confusing ways |
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15 | (3) |
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Traditional grammar books have focused mostly on analyzing language and eliminating errors |
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18 | (2) |
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Traditional grammars urge writers to follow archaic and arbitrary rules |
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20 | (3) |
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Why not teach grammar traditionally? A reprise |
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23 | (2) |
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What Works in Teaching Grammar to Enrich and Enhance Writing |
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25 | (28) |
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Twelve principles supporting our approach |
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26 | (26) |
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Teaching grammar divorced from writing doesn't strengthen writing and therefore wastes time |
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26 | (1) |
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Few grammatical terms are actually needed to discuss writing |
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27 | (1) |
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Sophisticated grammar is fostered in literacy-rich and language-rich environments |
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27 | (4) |
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Grammar instruction for writing should build on students' developmental readiness |
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31 | (1) |
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Grammar options are best expanded through reading and in conjunction with writing |
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32 | (1) |
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Grammar and authentic reading |
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32 | (1) |
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Grammar and authentic writing |
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33 | (2) |
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Grammar conventions taught in isolation seldom transfer to writing |
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35 | (2) |
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Marking ``corrections'' on students' papers does little good |
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37 | (1) |
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Grammar conventions are applied most readily when taught in conjunction with editing |
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38 | (2) |
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Instruction in conventional editing skills is important for all students but must honor their home language or dialect |
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40 | (5) |
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Progress may involve new kinds of errors as students try to apply new writing skills |
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45 | (5) |
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Grammar instruction should be included during various phases of writing |
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50 | (1) |
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More research is needed on effective ways of teaching grammar to strengthen writing |
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50 | (2) |
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52 | (1) |
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Teaching Grammar Throughout the Writing Process |
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53 | (18) |
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How can we teach grammatical options while students are working on a piece of writing? |
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57 | (1) |
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Playing with grammar, becoming a writer |
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58 | (4) |
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A framework for teaching grammar throughout the writing process |
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62 | (3) |
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What about writing workshop? with Patricia Bills |
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65 | (3) |
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66 | (1) |
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66 | (1) |
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67 | (1) |
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67 | (1) |
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A note about conventions and editing |
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67 | (1) |
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Editing: Every teacher's bugaboo |
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68 | (1) |
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Our ``model'' of grammar in the writing process |
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68 | (3) |
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PART TWO Teaching Grammar to Enrich and Enhance Writing |
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From Ice Cream to Dragons: Adjectival Modifiers at Work |
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71 | (22) |
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Adding modifiers via key grammatical options |
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74 | (2) |
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Understanding present participials |
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75 | (1) |
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Another Emily teaches present participials with Emily Mihocko |
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76 | (7) |
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An extended lesson with sixth graders |
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83 | (6) |
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Basic approaches to teaching modifiers and helping students revise |
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89 | (1) |
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90 | (1) |
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91 | (2) |
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Bringing in the Rest of the Gang: More Adjectival Modifiers |
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93 | (30) |
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Connecting sentence chunking to art: Some examples |
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94 | (3) |
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Playing with adjectivals out of order with Rebecca Schipper |
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97 | (6) |
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Out-of-order adjectival phrases: The motley crew |
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98 | (1) |
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Rebecca teaches adjectives out of order to ninth graders |
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99 | (4) |
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Renaming or categorizing with appositives |
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103 | (3) |
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Teaching appositives to sixth graders |
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103 | (3) |
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106 | (6) |
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Teaching absolutes with the novel Good Night, Mr. Tom |
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110 | (2) |
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Free modifying adjectivals in poetry |
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112 | (3) |
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Free modifying adjectivals in nonfiction prose |
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115 | (6) |
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116 | (2) |
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Other adjectivals out of order |
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118 | (1) |
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118 | (2) |
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120 | (1) |
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121 | (2) |
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123 | (8) |
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Noticing when sentences can be combined |
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124 | (3) |
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Noticing when sentences can be expanded |
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127 | (4) |
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Editing Begins with Observation: Adverbial Clauses and the AAAWWUBBIS |
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131 | (10) |
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Facing the error of our ways |
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132 | (1) |
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Working editing into the writing process: The AAAWWUBBIS comes alive! |
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133 | (5) |
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Making the AAAWWUBBIS stick |
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136 | (1) |
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Enhancing meaning with the AAAWWUBBIS: What condition are your transitions in? |
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137 | (1) |
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Making editing a positive experience |
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138 | (3) |
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Editing: Approaching the Bugaboo in Diverse Classrooms |
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141 | (18) |
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Deciding what editing skills to teach |
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142 | (4) |
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Teaching writers to code-switch from African American English to standard |
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146 | (2) |
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Promoting the acquisition of English: Editing in language-rich and literacy-rich classrooms |
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148 | (11) |
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Second language acquisition |
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150 | (1) |
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Behavioral versus constructivist approaches to teaching and learning |
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151 | (1) |
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Understanding interlanguage |
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152 | (2) |
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Are there developmental phases in the acquisition of English? |
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154 | (2) |
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Interlanguage and teaching English grammatical patterns: A review |
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156 | (1) |
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Promoting a low ``affective filter'' |
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157 | (1) |
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Principles to guide the teaching of standard English features |
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157 | (2) |
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Rescuing Expository Writing from the Humdrum: From Rhetoric to Grammar |
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159 | (26) |
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Following a formula for persuasive writing |
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161 | (2) |
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Abandoning the formula to make writing more persuasive |
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163 | (3) |
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Stylistic options that enrich the writing |
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165 | (1) |
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Contrasting these two approaches to persuasion |
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166 | (5) |
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Use of ethos and pathos in service of logos: A rhetorical decision |
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167 | (2) |
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Cohesion in ``Coaches: `Sit Down''' |
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169 | (2) |
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171 | (9) |
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The ``frumious fragament''---or fragments reconsidered |
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171 | (4) |
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Rhetorical/stylistic use of but or and to start a sentence |
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175 | (1) |
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176 | (1) |
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In creative and expository writing |
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177 | (3) |
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What does all this mean for teachers of writing? |
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180 | (3) |
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183 | (2) |
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Grammar: Rocks and Mortar |
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185 | (16) |
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186 | (3) |
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189 | (1) |
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An aside on prepositional phrases |
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190 | (1) |
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The mortar: Meanings of cohesive and transitional devices |
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191 | (1) |
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The mortar: Grammatical categories |
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192 | (6) |
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Coordinating conjunctions, correlative conjunctions, and conjunctive adverbs |
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193 | (1) |
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Joining and separating independent clauses |
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194 | (2) |
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Creating adverbial clauses |
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196 | (1) |
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Creating adjectival clauses |
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197 | (1) |
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197 | (1) |
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Choosing your rocks and mortar |
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198 | (3) |
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Making Decisions That Make a Difference: Grammar and the ``6 Traits'' of Writing |
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201 | (26) |
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What should we teach when? |
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203 | (3) |
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206 | (9) |
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Enriching writing through grammar |
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207 | (1) |
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207 | (1) |
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208 | (1) |
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208 | (1) |
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A note about infinitives and gerunds |
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209 | (1) |
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``Cleft'' and other inverted sentences |
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210 | (2) |
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Enriching writing through word choice |
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212 | (1) |
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212 | (2) |
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214 | (1) |
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Enhancing writing through punctuation and usage |
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214 | (1) |
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Using the ``nonrubric'' with caution |
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215 | (1) |
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216 | (11) |
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Paper 1: The Silent Assassin |
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217 | (1) |
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Applying the guide to paper 1 |
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218 | (1) |
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Paper 2: Smelling Like a Dirty Ashtray |
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219 | (1) |
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Applying the guide to paper 2 |
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220 | (1) |
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Paper 3: Polygamy Good or Bad |
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221 | (1) |
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Applying the guide to paper 3 |
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222 | (1) |
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Further notes on using the guide |
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223 | (1) |
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Paper 4: The First Time I Got Bit by a Cat and Went to the Hospital |
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224 | (1) |
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Applying the guide to paper 4 |
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225 | (2) |
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PART THREE Teaching Grammar to Enhance Writing: Focus on Editing |
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Rethinking How to Respond to Students' Errors |
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227 | (8) |
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Considering and reconsidering Chasity's piece |
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228 | (4) |
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Chasity and research as my teachers |
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232 | (1) |
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233 | (2) |
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Code-Switching: Teaching Standard English in African American Classrooms |
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235 | (24) |
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Key sociolinguistic concepts relevant to the writing classroom |
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239 | (3) |
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Vernacular grammar patterns in student writing |
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240 | (2) |
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Teaching standard English in African American classrooms: Code-switching and contrastive analysis |
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242 | (2) |
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Contrastive analysis and code-switching: Powerful tools for standard literacy |
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244 | (1) |
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Code-switching in the classroom |
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245 | (5) |
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245 | (3) |
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Code-switching minilessons illustrated |
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248 | (2) |
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Making code-switching work for you and your students |
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250 | (6) |
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Seeing student writing as data |
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250 | (2) |
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252 | (1) |
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252 | (1) |
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Endgame code-switching to standard English |
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253 | (1) |
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Grading student writing for standard usage and mechanics |
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253 | (2) |
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Deciding what comments to make in the margin |
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255 | (1) |
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Linguistically informed responses to reading aloud |
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256 | (1) |
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257 | (2) |
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The Transformative Classroom: Rethinking Grammar Instruction for English Language Learners |
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259 | (24) |
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A challenge to traditional teaching |
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259 | (2) |
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260 | (1) |
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The diversity of English language learners |
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260 | (1) |
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Toward the transformative classroom |
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261 | (3) |
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262 | (1) |
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Lifting the burden of failure |
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263 | (1) |
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Rethinking ``errors'' and building on what students can do |
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263 | (1) |
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Interlanguage and students' increasing command of English |
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264 | (2) |
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Behavioral versus transformative approaches to interlanguage |
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266 | (1) |
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266 | (17) |
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266 | (1) |
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Using authors as models for our own writing |
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267 | (1) |
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268 | (4) |
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272 | (3) |
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275 | (3) |
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Informal editing conversations |
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278 | (1) |
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Group or class minilessons |
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279 | (1) |
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280 | (3) |
| References |
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283 | (11) |
| Contributors |
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294 | (2) |
| Index |
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296 | |
