Chapter 1: The Parts of Speech
Lesson 1: Nouns
1.) Here's the Idea
Lesson 1: Nouns
1.) Here's the Idea
- "A noun is a word that names a person, place, thing, or idea" (6).
![Picture](/uploads/2/4/6/1/24617408/8646537.jpg?442)
2.) Why It Matters in Writing
This activity is great if the teacher
wants to remain consistent with the text; however, it would be worthwhile to dive out of the textbook and allow students to infer the advantages of proper nouns in their own writing, other real world writing that they bring in and analyze, or some form of writing through the Internet. George Hillocks was published in the American Journal of Education for his research in the various modes of writing instruction. Hillocks researched the various pedagogical methods of composition and outlined what worked and what failed. According to his research, Hillocks found that the formal approach to composition, undoubtedly fails. Hillocks stated,
“The study of traditional school grammar (i.e., the definition of parts of speech, the parsing of sentences, etc.) has no effect on the raising quality of student writing . . . School boards, administrators, and teachers who impose the systematic study of traditional school grammar on their students over lengthy periods of time in the name of teaching writing do them a gross disservice that should not be tolerated by anyone concerned with the effective teaching of good writing” (“What Works in Teaching Composition” 537).
Hillocks suggests that if teachers are going to teach grammar, they should teach it through real writing, rather than skill and drill worksheets and repetitious lessons on Standard American English (SAE).
Aside from this aspect, it is beneficial to connect the context and importance of certain grammatical conventions to not only an author's writing, but also how a reader interprets these conventions in reading as well as how these conventions function within a text. According to "NCTE's Beliefs about the Teaching of Writing," they state, "In order to do an excellent job of teaching into the connections of writing and reading, teachers need to understand how writers read in a special way, with an eye toward not just what the text says but how it is put together and the ways writers form and use constructs of their intended readers, anticipating their responses and needs." In addition, when NCTE addresses the "Conventions of finished and edited text are important to readers and therefore to writers," they discuss the uneven development that occurs between learning the conventions of the English language and the language of the public discourse (SAE).
"Research shows that facility in these two operations often develops unevenly. For example, as students learn increasingly sophisticated ways of thinking (for example, conditional or subordinate reasoning) or dealing with unfamiliar content, they may produce more surface errors, or perhaps even seem to regress . . . Such uneven development is to be tolerated, in fact, encouraged . . . Too much emphasis on correctness can actually inhibit development. By the same token, without mastering conventions for written discourse, writers efforts may come to naught."
Teaching students the importance of conventions and how they function in written text and how they add to readers' comprehension is an important connection for teachers to make with students. In addition, doing it in a way that Hillocks suggests would help students see the broader concept of how it functions in their lives and what they are exposed to everyday.
This activity is great if the teacher
wants to remain consistent with the text; however, it would be worthwhile to dive out of the textbook and allow students to infer the advantages of proper nouns in their own writing, other real world writing that they bring in and analyze, or some form of writing through the Internet. George Hillocks was published in the American Journal of Education for his research in the various modes of writing instruction. Hillocks researched the various pedagogical methods of composition and outlined what worked and what failed. According to his research, Hillocks found that the formal approach to composition, undoubtedly fails. Hillocks stated,
“The study of traditional school grammar (i.e., the definition of parts of speech, the parsing of sentences, etc.) has no effect on the raising quality of student writing . . . School boards, administrators, and teachers who impose the systematic study of traditional school grammar on their students over lengthy periods of time in the name of teaching writing do them a gross disservice that should not be tolerated by anyone concerned with the effective teaching of good writing” (“What Works in Teaching Composition” 537).
Hillocks suggests that if teachers are going to teach grammar, they should teach it through real writing, rather than skill and drill worksheets and repetitious lessons on Standard American English (SAE).
Aside from this aspect, it is beneficial to connect the context and importance of certain grammatical conventions to not only an author's writing, but also how a reader interprets these conventions in reading as well as how these conventions function within a text. According to "NCTE's Beliefs about the Teaching of Writing," they state, "In order to do an excellent job of teaching into the connections of writing and reading, teachers need to understand how writers read in a special way, with an eye toward not just what the text says but how it is put together and the ways writers form and use constructs of their intended readers, anticipating their responses and needs." In addition, when NCTE addresses the "Conventions of finished and edited text are important to readers and therefore to writers," they discuss the uneven development that occurs between learning the conventions of the English language and the language of the public discourse (SAE).
"Research shows that facility in these two operations often develops unevenly. For example, as students learn increasingly sophisticated ways of thinking (for example, conditional or subordinate reasoning) or dealing with unfamiliar content, they may produce more surface errors, or perhaps even seem to regress . . . Such uneven development is to be tolerated, in fact, encouraged . . . Too much emphasis on correctness can actually inhibit development. By the same token, without mastering conventions for written discourse, writers efforts may come to naught."
Teaching students the importance of conventions and how they function in written text and how they add to readers' comprehension is an important connection for teachers to make with students. In addition, doing it in a way that Hillocks suggests would help students see the broader concept of how it functions in their lives and what they are exposed to everyday.
3.) Practice and Apply
lesson, beginner level sentences seem appropriate; however, in the context of writing, as Hillocks stated, it is worthwhile for students to practice within real-world writing as well as their own writing. Being designed for a tenth grade classroom, it can already be known that the students have been exposed to the writing process before and should have some material they can draw from for practice. In addition, it is also worth noting that although some students may have had practice with writing, they may still need a resource to cross-check their knowledge and understanding of conventions and how they may apply in writing. Having said that, Concept Check exercises may not be as outrageous as some teachers of writing may believe. In fact, they may be used or they may be
tossed aside--the important issue is what the teacher chooses to do with them.
Language Network offers a variety of writing exercises for students throughout the Grammar, Usage, and Mechanics section that are discussed and addressed under "The Writing Components of Each Grammar Lesson."
- Concept Check: Nouns
lesson, beginner level sentences seem appropriate; however, in the context of writing, as Hillocks stated, it is worthwhile for students to practice within real-world writing as well as their own writing. Being designed for a tenth grade classroom, it can already be known that the students have been exposed to the writing process before and should have some material they can draw from for practice. In addition, it is also worth noting that although some students may have had practice with writing, they may still need a resource to cross-check their knowledge and understanding of conventions and how they may apply in writing. Having said that, Concept Check exercises may not be as outrageous as some teachers of writing may believe. In fact, they may be used or they may be
tossed aside--the important issue is what the teacher chooses to do with them.
Language Network offers a variety of writing exercises for students throughout the Grammar, Usage, and Mechanics section that are discussed and addressed under "The Writing Components of Each Grammar Lesson."