Talking about Writing Part Three

Talking about Writing</I></B> is for high school teachersand students who<P> 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 <I>Answer key</I>. <P>A mechanic immersed in the intricacies of engine repair doesnot ask for a thingummy or a whatsit.He or she names the tool and holds out a hand to receive it.<P>In the same way teachers and students poring over the productsof the writing process need a <B>basic common vocabulary</B> withwhich to discuss the work. They need to make mutually understandablestatements which will clarify and improve the material under review.For example This sentence contains a misplaced modifieris more helpful and precise than 'Don't you think puttingthis bit in a different place will make the sentence sound better?'<B><I>Talking about Writing</I></B> supplies this basic vocabulary.<P>The text has a simple format. It teaches the recognition ofthe <B>nine sentence errors</B> which writers commonly make. <B>Itintegrates the grammar</B> necessary to understand each sentenceerror. <B>Sentence combining usage and punctuation exercises</B>strengthen writing technique.<P><B><I>Talking about Writing</I></B> fills a need for both aconcrete objective in English language study and <B>a teachingplan</B>. It provides a method of entry - the nine sentence errors- which is useful to many: beginning teachers for example; teachersof other subjects who have been asked to pick up one or two blocksof English in the timetable; teachers who wish a clear explanationof the language in the writing process; or parents who run <B>homeschool</B>.<P>A further advantage is to <B>make a connection between theteaching of English language and other languages</B>; such asFrench or Spanish. Students studying a second language are expectedto recognize for example a direct object or a past participlein order to make the necessary agreement. The grammar componentaccompanying each sentence error encourages the transfer of thisknowledge from one language to another.<P><B><I>Talking about Writing</I></B> <B>is sequenced and self-explanatory</B>.In each chapter the material progresses in simple and logicalincrements to the desired end; namely to recognize a sentenceerror in order to discuss written work practise effective writingtechniques and empower communication. The sentence errors progressin difficulty from grades 8 to 12. <B>The format is adapted forindividual lessons</B>.<P>Curriculum guides tend to be written in generalities. <B><I>Talkingabout Writing</I></B><I> provides the teacher with a pattern</I>.Having experienced the focus of this programme and the integrationof the topics he or she then knows how to access additional materialto suit a student's individual needs.<P><B>How <I>Talking about Writing</I> is organized</B><P>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:<P> 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 <P>The grammar necessary to understand the sentence error is integratedwith appropriate punctuation and sentence combing techniques.<P>A pre-test and a post-test a...