Talking about Writing, Part Five

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 who wish 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 and sentence combing techniques. A pre-test and a post-test accomp...