The Sixth Trait: What Conventions Should We Teach, and How Should We Teach Them?

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The Sixth Trait What Conventions Should We
Teach, and How Should We Teach Them?

• Barbara Winicki, Ph.D.
• Governors State University
• Illinois Reading Council Conference
• March 17, 2011

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The Sixth Trait

• Six Traits Writing (Spandel)
• Ideas
• Organization
• Voice
• Word Choice
• Sentence Fluency
• Conventions

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English Language Conventions

• Grammar
• Usage
• Syntax
• Sentence-level mechanics
• Punctuation
• Capitalization
• Paragraphing
• Spelling
• Use conventions to support ideas voice

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Does Grammar Always Mean Rules and Diagramming?

• There are several types of grammar.
• The one associated with rules and diagramming of
  sentences is usually referred to a Traditional
  School Grammar (TSG).
• TSG has been found ineffective in supporting
  students writing (Hillocks).

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Types of Grammar

• Prescriptive Grammars, including TSG
• Prescriptive grammars consist of sets of rules
  governing how one should speak or write.
• They were developed in the late 18th century and
  were based on Latin.

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6 Grammar Superstitions The Never Never Rules
(Haussamen, 2003)

• The dreaded sentence-ending preposition
• The abhorred split infinitive
• The contraction of ill-repute
• Three little words and, but, so
• The impudent I
• The unconscionable You

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Types of Grammar

• Descriptive grammars
• Descriptive grammars are designed to describe a
  specific language.
• Two subtypes Structural grammar and
  Transformational/Generative grammar

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Types of grammar

• Structural grammar
• Describes a specific language product (utterance
  or text) at three linguistic levels
• Phonological (sound/symbol)
• Morphological (word word parts that carry
  meaning)
• Syntactic (sentence structures word order)

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Types of Grammar

• Transformational/Generative grammar
• Transformational/Generative grammars are designed
  to describe the tacit knowledge native speakers
  have regarding production of sentences, etc.
• Process is focus.

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Arguments for TSG

• Grammar instruction will decrease errors in
  mechanics and usage.
• Grammar instruction gives teachers and students a
  common vocabulary for discussing writing.
• The NCTE states, It is important that writing
  that goes public be correct.

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But

• The problem with these arguments for TSG is the
  rules of traditional grammar are COIK, clear only
  if known (Hartwell, 1985).
• If the student understands the error he has
  made, the problem is not grammar but
  proofreading (Hillocks, McCabe, McCampbell,
  1971).

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Moreover

• The NCTE states, Too much emphasis on
  correctness can actually inhibit writing
  development.

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So

• So what should teachers of writing do regarding
  grammar and other conventions?
• Weaver (1996) states, We might reasonably expect
  our efforts in grammar to succeed best in two
  areas

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Two Areas

• Helping students revise for correct or
  appropriate and effective grammar, punctuation,
  and usage
• Helping them develop sentence sense, expand
  their repertoire of syntactic structures, and
  employ an increasing variety of syntactic
  structures for rhetorical effect (Weaver, 1996,
  p. 104).

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Conventions in Context

• The NCTE states, All of the dimensions of
  editing are motivated by a concern for an
  audience.
• Each teacher must be knowledgeable enough about
  the entire landscape of writing instruction to
  guide particular students toward a goal,
  developing both increasing fluency in new
  contexts and mastery of conventions (NCTE, 2004).

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What Teachers Should Know

• Teachers need to know more than their students,
  including the language about language.
• Teachers need to know how help students in five
  areas of conventions, according to Weaver.

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Weaver, Teaching Grammar in Context

• A minimum of grammar for the maximum benefits
• (1996, pp. 142-143)

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Weaver, Teaching Grammar in Context

• 1.Concepts of subject, verb, sentence, clause,
  phrase, and related concepts for editing
• For example
• Punctuate sentences
• I.D. fragments
• Verbs agree with their subjects

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Basic Grammatical Concepts Needed to Explain

• No comma in compound sentence
• Subject
• Verb
• Independent clause

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Basic Grammatical Concepts Needed to Explain

• Comma splice
• Subject
• Verb
• Independent clause

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Basic Grammatical Concepts Needed to Explain

• Sentence fragment
• Subject
• Verb
• Independent clause
• Dependent clause
• Phrase

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Basic Grammatical Concepts Needed to Explain

• Lack of subject-verb agreement
• Subject
• Verb

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Basic Grammatical Concepts Needed to Explain

• Run-on or fused sentence
• Subject
• Verb
• Independent clause

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Weaver, Teaching Grammar in Context

• 2.Teaching style through sentence combining and
  sentence generating
• For example
• Combine for compound and complex sentences
• Use free modifiers (appositives, etc.)
• Qualifying clauses

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Weaver, Teaching Grammar in Context

• 3.Sentence sense and style through manipulation
  of syntactic elements
• For example
• Moving adverbial modifiers
• Using parallel grammatical elements
• Active and passive voices

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Weaver, Teaching Grammar in Context

• 4.The Power of Dialect and Dialects of Power
  (Language of Wider Communication)
• For example
• Teach when and where dialects are appropriate
  (code switching)
• Help students edit, especially for Status Marking
  Errors.

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Weaver, Teaching Grammar in Context

• 5.Punctuation and Mechanics for Convention,
  Clarity, and Style
• For example
• Punctuation not associated with other categories
  above.
• Use of punctuation for rhetorical and stylistic
  effect

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A Few Suggestions

• Help students
• Develop a writers conscience in editing
• Read mentor books like writers
• Focus on status marking errors
• Develop code switching ability
• Develop syntactic repertoires

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Developing a Writers Conscience through
Proofreading

• Basic Editing
• Editing Marks
• Editing Checklists
• Proofreading
• Daily Oral Language
• Student Writing Samples
• Peer Editing
• No. NV Wrtg. Project

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Proofreading Activities

• Peer editing activities (No. NV Wrtg. Project)
• Writer Prepare draft for editing.
• Editor 1 Misspelled words
• Editor 2 Punctuation
• Editor 3 Paragraphing, margins, handwriting

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Focused Proofreading for Usage

• Woe Is I, Jr. by Patricia OConner (2007)
• For example, homophones
• Its or its
• Whos or whose
• Your or youre

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Developing a Writers Conscience through
Proofreading

• Advanced Editing
• Wordiness problems
• Dr. Margaret Procter (University of Toronto)
• Examples
• Overuse of relative structures (who, which, that)
• Doubling of words (mutual agreement)
• Breaking the rules for effect

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Reading Like a WriterMentor Books

• Reading and analysis of texts that mentor young
  writers
• Example Punctuating dialogue
• Olivia (Falconer)
• Wemberly Worried (Henkes)
• Watermans Child (Mitchell San Souci)

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Mentor Text Sequence

• Read mentor text
• Examine mentor text for examples of target
  convention
• Whole class brainstorm the observed rules for
  convention
• Small groups examine other texts to cross check
  rules
• Whole class sharing and consensus on rules

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Reading Like a WriterMentor Books

• Example Conventions for captioning
• Non-fiction magazines
• Cricket group of magazines
• Click, Ask, Muse, Cobblestone
• Kids Discover
• National Geographic Kids
• Ranger Rick

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Status Marking Errors

• Hairston (1981) study
• If you encountered the sentences in a report or
  business letter, would it lower your estimate of
  the writer, and how much?

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Status Marking Errors

• Nonstandard verb forms in past or past participle
  
• (brung for brought)
• Lack of subject-verb agreement
• (we was for we were)
• Double negative
• (never has been no one)
• Objective pronoun as subject
• (him and Tom are)

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Very Serious Errors

• Sentence fragments
• Run-on sentences
• Non-capitalization of proper nouns
• Would of instead of would have
• Lack of subject-verb agreement (non-status
  marking)

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Very Serious Errors (contd.)

• Insertion of comma between verb compliment
• Non-parallelism
• Faulty adverb form
• Use of transitive verb set for intransitive
  sit

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Status Marking Errors Code Switching

• Explaining Why Its Important
• Subjective Reaction Scale (Simmons, 1991)

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Demonstrating Code Switching Importance

• Simmons, E.A. (1991). Aint we never gonna study
  no grammar? English Journal
• Assume that your are the personnel director in
  charge of hiring all employees for a large
  factory and that the following sentences were
  each written by different people applying for
  jobs.

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Demonstrating Code Switching Importance

• Assign to each statement the letter of the job
  you think the applicant qualifies for.
• A. Communications director
• B. Office worker
• C. Salesperson
• D. Factory supervisor
• E. Factory worker
• F. None of these

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Subjective Reaction Scale

• Examples
• I gave him 30 he only gave me back 5.
• I got so mad I told her to bug off!
• George say he in trouble over that report.

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Code Switching Activity

• Patricia McKissacks Flossie and the Fox
• How would the dialogue sound if they were to
  exchange codes (dialect)?
• Is either code wrong?

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Flossie Meets Fox

• Top of the morning to you, Little Missy, the
  critter replied. And what is your name?
• I be Flossie Finley, she answered with a proper
  curtsey. I reckon I dont know who you be
  either.
• I am a fox, he announced . At your service.

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Developing Students Syntactic Repertoire

• Simple sentence combining
• Patty loves animals.
• Patty works at the zoo.
• Snowmobiling is a great winter sport.
• Snowmobiling can be dangerous.

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Developing Students Syntactic Repertoire

• Sentence Combining with WH Words (Relative
  Pronouns)
• The student will be first in line.
• The student is the quietest.
• Gail went to the Cell.
• Gail is a huge White Sox fan.

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Developing Students Syntactic Repertoire

• Sentence manipulation
• The world language program has been reduced
  because the school districts budget has been
  cut.
• Because the school districts budget has been
  cut, the world language program has been reduced.
• Alice is the best cook in the family, and she is
  only ten.
• Although she is only ten, Alice is the best cook
  in the family.

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Guidelines for Teaching Grammar (Sugrue Bruce,
2005)

• Engage students in writing, writing, and more
  writing.
• Immerse students in good literature, including
  literature that is particularly interesting or
  challenging syntactically.
• Teach relevant aspects of grammar within the
  context of students writing.
• Introduce only a minimum of terminology. Much of
  this terminology can be learned sufficiently
  through incidental exposure as your discuss
  selected words and structures in the context of
  literature and writing.

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Guidelines for Teaching Grammar (Sugrue Bruce,
2005) (contd.)

1. Emphasize those aspects of grammar (as
   appropriate to writers needs) that are
   particularly useful in helping students revise
   sentences to make them more effective.
2. Also emphasize (as appropriate to writers needs)
   those aspects of grammar that are particularly
   useful in helping students edit sentences for
   conventional mechanics and appropriateness.
3. Teach needed terms, structures, and skills when
   writers need them, ideally when they are ready to
   revise at the sentence level or to edit.

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What about Diagramming?

• Diagramming of sentences still has its fans. It
  is used by some as a graphic organizer for
  sentences to help students picture the parts and
  how they are related.
• See Grammar Alive! A Guide for Teachers (2003) by
  Haussamen

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Sentence Diagrams
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Resources from NCTE IRA

• Weaver,
• Teaching Grammar in Context
• Haussamen et al.,
• Grammar Alive

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Resources from NCTE IRA

• Dean,
• Bringing Grammar to Life

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Resources

• Crow,
• Unleashing Your Language Wizards
• Stack the Deck Writing Program

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Fun Funny Resources

• Truss,
• Eats, Shoots Leaves
• OConner,
• Woe Is I (Jr.)

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Online Resources

• Web English Teacher
• http//www.webenglishteacher.com/grammar.html
• Links to many, many instructional ideas

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Thank you!

• Barbara Winicki, Ph.D.
• Coordinator, MA in Reading
• Governors State University
• bwinicki_at_govst.edu