By John E Warriner
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Extra resources for Warriner's Handbook: Introductory Course (Holt Traditions)
Noguchi, Professor of English and Linguistics at California State University, Northridge, has taught courses in linguistics to practicing and prospective language arts teachers for over twenty years. He is the author of Grammar and the Teaching of Writing: Limits and Possibilities (NCTE). When not teaching or writing, he enjoys reading, bicycling, and following various kinds of sports, particularly baseball. CA_NAT_GUM_Hbk_ATE06_FM_T24-T45 12/7/01 7:35 PM Page T41 By Billy By Author T. D. D. Raising Expectations: The Importance of Teaching Grammar to ESL Students In the sixth grade, my class was taught sentence diagramming.
Students can use some of the same methods to build a single sentence. They can build their sentences by adding participles (especially –ing participles that function half as an active verb, half as an adjective) and also by adding appositives. “A spider, a repulsive, hairy creature, no bigger than a tarantula, crawled into the room. . ” That example of an eighth-grader’s work is from Harry Noden’s Image Grammar: Using Grammatical Structures to Teach Writing, an excellent source for these and other techniques.
Noguchi, Rei R. Grammar and the Teaching of Writing: Limits and Possibilities. Urbana, IL: National Council of Teachers of English. 1991. ■ Applying Knowledge of Subjects and Verbs Being able to identify subjects and verbs brings considerable payoffs. It will help students understand clause, which, in turn, will help them understand independent (or main) clause and subordinate (or dependent) clause. Understanding these terms will help them better understand the notion of sentence, which, in turn, will help them better understand and correct any unintentional fragment or run-on sentence.