Grammar To Get Things Done - City Tech OpenLab

Grammar to Get Things DoneGrammar to Get Things Done offers a fresh lens on grammar and grammarinstruction, designed for middle and secondary pre-service and in-service Englishteachers. It shows how form, function, and use can help teachers move away fromdecontextualized gram -mar instruction (such as worksheets and exercisesemphasizing rule-following and memorizing conventional definitions) and beginconsidering grammar in applied contexts of everyday use.Modules (organized by units) succinctly explain common grammatical concepts.These modules help English teachers gain confidence in their own understandingwhile positioning grammar instruction as an opportunity to discuss, analyze, andproduce language for real purposes in the world. An important feature of the text isattention to both the history of and current attitudes about grammar through asociocultural lens, with ideas for teachers to bring discussions of language-as-powerinto their own classrooms.Darren Crovitz is Professor of English and English Education and the Director ofEnglish Education at Kennesaw State University, USA.Michelle D. Devereaux is Assistant Professor of English and English Education atKennesaw State University, USA.

Grammar to Get Things DoneA Practical Guide for Teachers Anchored in Real-WorldUsageDarren CrovitzMichelle D. DevereauxA CO-PUBLICATION OF ROUTLEDGE AND THE NATIONAL COUNCIL OFTEACHERS OF ENGLISH

Brief ContentsPrefaceAcknowledgmentsCHAPTER 1 IntroductionCHAPTER 2 Grammar and PowerCHAPTER 3 Teaching Grammar IntentionallyCHAPTER 4 Grammatical ConceptsUnit 1: Sentences and Sentence TypesUnit 2: ClausesUnit 3: PhrasesUnit 4: Lexical CategoriesUnit 5: PunctuationAppendixIndex

ContentsCoverTitleCopyrightDedicationBRIEF CONTENTSCONTENTSPrefaceAcknowledgmentsCHAPTER 1 IntroductionDefining GrammarGrammarUsageMechanicA Very sShort History of Grammar and Usage in the EnglishLanguageA Very Short History of Modern Grammar InstructionApproaches to Grammar: Prescriptive, Descriptive, and RhetoricalPrescriptive and Descriptive GrammarsRhetorical GrammarHow We Address Grammar(s) in This BookWhy Definitions?Form, Function, and UseParts of Speech or Lexical Categories?The Goal for All: Metalinguistic AwarenessReferencesCHAPTER 2 Grammar and PowerWhat is Standard English?Moralizing LanguageGrammar(s) and Power, Society, and Identity

PowerSocietyIdentityCritical Awareness and Grammar InstructionFurther ReadingReferencesCHAPTER 3 Teaching Grammar IntentionallyGrammar as an Integrated Element of Broader DesignAuthority, Control, and Punishment (Sample Integrated Unit #1)Specific Grammar Concepts for This UnitWhat Counts as Intelligence? (Sample Integrated Unit #2)Specific Grammar Concepts for This UnitHow to Plan for Specific Grammar IntegrationCorrection and Grammar Instruction: Using Student WorkDiagnosticallyGeneral Issues and What They MeanPassage- and Paragraph-Level Patterns and What TheyMeanSentence-Level Patterns and What They MeanConclusionReferencesCHAPTER 4 Grammatical ConceptsIntroduction: What It Is, and What It Ain’tStructure of Chapter 4Limitations of Chapter 4Unit 1: Sentences and Sentence TypesConcept: The SentenceOverviewForm and FunctionFocusing on Use: How Sentences are Useful inActual CommunicationExperimenting with the SentenceConcept: Non-Sentences and Their UsesOverviewForm

Fragments and FunctionFocusing on Use: How Non-Sentences are Usefulin Actual CommunicationExperimenting with Fragments and Run-OnsConcept: Simple SentencesOverviewFormFunctionFocusing on Use: How Simple Sentences areUseful in Actual CommunicationExperimenting with Simple SentencesConcept: Compound Sentences and ConjunctionsOverviewFormFunctionFocusing on Use: How Compound Sentences areUseful in Actual CommunicationExperimenting with Compound SentencesConcept: Complex SentencesOverviewFormFunctionFocusing on Use: How Complex Sentences areUseful in Actual CommunicationExperimenting with Complex SentencesConcept: Compound-Complex SentencesOverviewFormFunctionFocusing on Use: How Compound-ComplexSentences are Useful in Actual encesConcept: Active and PassiveVoice Overview

FormFunctionFocusing on Use: How Active Voice is Useful inActual CommunicationExperimenting with Passive VoiceUNIT 2: ClausesConcept: Dependent ClausesOverviewFormFunctionFocusing on Use: How Dependent Clauses areUseful in Actual CommunicationExperimenting with Dependent ClausesUNIT 3: PhrasesConcept: Appositive PhrasesOverviewForm and FunctionFocusing on Use: How Appositive Phrases areUseful in Actual CommunicationExperimenting with Appositive PhrasesConcept: Participial PhrasesOverviewFormFunctionFocusing on Use: How Participles are Useful inActual CommunicationExperimenting with Participial PhrasesConcept: Absolute PhrasesOverviewFormFunctionFocusing on Use: How Absolute Phrases are Usefulin Actual CommunicationExperimenting with Absolute PhrasesConcept: Gerunds

OverviewFormFunctionFocusing on Use: How Gerunds are Useful inActual CommunicationExperimenting with GerundsConcept: InfinitivesOverviewFormFunctionFocusing on Use: How Infinitives are Useful inActual CommunicationExperimenting with InfinitivesConcept: PrepositionsOverviewFormFunctionFocusing on Use: How Prepositions are Useful inActual CommunicationExperimenting with PrepositionsUNIT 4: Lexical CategoriesConcept: NounsOverviewFormFunctionFocusing on Use: How Nouns are Useful in ActualCommunicationExperimenting with NounsConcept: Action VerbsOverviewForm and FunctionFocusing on Use: How Action Verbs are Useful inActual CommunicationExperimenting with Action VerbsConcept: Other Verbs

OverviewFormFunctionFocusing on Use: How Verbs are Useful in ActualCommunicationExperimenting with Other VerbsConcept: AdjectivesOverviewFormFunctionFocusing on Use: How Adjectives are Useful inActual CommunicationExperimenting with AdjectivesConcept: AdverbsOverviewForm and FunctionFocusing on Use: How Adverbs are Useful inActual CommunicationExperimenting with AdverbsConcept: PronounsOverviewFormFunctionFocusing on Use: How Pronouns are Useful inActual CommunicationExperimenting with PronounsUNIT 5: PunctuationConcept: ColonsOverviewForm and FunctionFocusing on Use: How Colons are Useful in ActualCommunicationExperimenting with ColonsConcept: SemicolonsOverview

Form and FunctionFocusing on Use: How Semicolons are Useful inActual CommunicationExperimenting with SemicolonsConcept: DashesOverviewFormFunctionFocusing on Use: How Dashes are Useful in ActualCommunicationExperimenting with DashesConcept: HyphensOverviewFormFunctionFocusing on Use: How Hyphens are Useful inActual CommunicationExperimenting with HyphensConcept: CommasOverviewForm and FunctionReferencesAppendixWhat’s in this Appendix?Innate UnderstandingsSuffixesGrammar RantsLanguage and PowerLanguage and Society/Language and IdentityGrammar(s) of Their WorldsOpen and Closed Word ClassesAnalyzing Grammar in ChunksPunctuationMore Thematic UnitsReferences

PrefaceIn Grammar to Get Things Done, we bring a fresh approach to grammar andgrammar instruction for middle and secondary English teachers. We use form,function, and use to help teachers consider grammar in the applied contexts ofeveryday language use. Focusing on 25 of the most common grammatical concepts,this book helps English teachers gain confidence in their own understanding whilepositioning grammar instruction as an opportunity to discuss, analyze, and producelanguage for real purposes. In addition, we explore both the history of and currentattitudes toward grammar through a sociocultural lens, with ideas for teachers tobring discussions of language-as-power into their own classrooms.Grammar to Get Things Done is organized into four chapters. Chapter 1 beginswith an introduction to conventional definitions of grammar, mechanics, and usage,followed by an overview of the history of English language grammar instruction anda look at understanding grammar from prescriptive, descriptive, and rhetoricalperspec tives. Chapter 2 focuses on the interrelationship of language, power, culture,society, and identity, examining conventional attitudes about “correct” language use,raising questions about the implications of Standard English assumptions, anddiscussing concepts of formal and informal English, English dialects, and the troublingconsequences of moralizing language use. Chapter 3 addresses how to incorporategrammar concepts into a wider curriculum. Chapter 4 features 25 sections, eachdevoted to a particular grammar concept: what the concept is (i.e., its form), how theconcept works in our language (i.e., its function), and how we use it in the world (i.e.,its use). These sections are anchored by a number of applied scenarios—practicalstudent-focused experiments dealing with how each grammatical concept works to getthings done.

What’s Special about this Book?An Emphasis on Real-World Use: Rather than defining a grammar rule and thenoffering exercises to reinforce that rule (the format of many grammar books), wefocus on a concept’s form, function, and use. We follow this explanation withscenarios that place each concept in “real world” situations designed to revealgrammar’s immediate utility: in influencing others, shaping events, achieving aspecific purpose, and otherwise getting things done with words. Grammar is oftenviewed as a dry and boring subject by teachers and students alike, even though we allmanipulate grammatical constructions hundreds of times a day to make our way inthe world.Power, Society, and Identity: Few texts discuss the implications of teachingStandard English grammar in the secondary English classroom when many highschool students do not speak Standard English at home or in their community. Thisbook explicitly discusses how teachers can integrate the sociolinguistic implications ofpower, society, and identity in tandem with grammar instruction. Additionally, weoffer specific ideas on how to begin and sustain these conversations with secondaryEnglish students.Grammar Within Thematic Units: Grammar can and should fit within widerthematic units. We provide specific guidance for considering how the meaning anduse of specific concepts can fit within a larger theme-driven curriculum.Note: Words in bold type refer to sections in Chapter 4; pages for relevant sectionscan be found in the Table of Contents.

AcknowledgmentsThis book would not have happened without a lot of help from other people.Thank you to our Kennesaw State University colleagues, past and present, whohelped get this project started: Jennifer Dail, Michelle Goodsite, Aaron Levy, RobMontgomery, Chris Palmer, David Johnson, Bill Rice, Dawn Kirby, and Ryan Rish.Thanks also to the KSU Center for Excellence in Teaching and Learning, whichsupported our initial programmatic forays into improving grammar instruction with aFaculty Learning Community grant.Our school partners have provided important assistance with this project: JeffCrawford, Carolyn Waters, Lisa Jackson, Vijay Koilpillai, Mary Ann Stillerman, andLori Calandra. Special thanks to Sherrye Tillman at Osborne High School and SherylDavis at Walton High School.This project is, in the end, about helping students. Thank you to the students inSherrye’s and Sheryl’s classes who experimented with these approaches and providedfeedback. Thanks also to the many preservice English teachers who worked throughearlier versions of these scenarios in our methods courses. In particular, we would liketo thank Delisa Mulkey, Ashley Baldwin Kelsey, and Asher Kelsey for their efforts.Naomi Silverman, our editor at Routledge, has been constantly enthusiastic andhelpful through this process. Thank you. Tobey Antao at Heinemann read andresponded to early work; thanks, Tobey, for your patience and professionalism.And, of course, thank you to our families for their support and understandingthroughout this project.