GRAMMAR AND WRITING Debra Myhill The Power of
GRAMMAR AND WRITING Debra Myhill
The Power of Grammar q Teaching writing with grammar as a resource. q Not teaching children just to label grammar terminology. q First and foremost, our approach is about making meaning in writing and linking being a reader with being a writer. 2
The Exeter Research and Pedagogy q A fully theorised rationale for grammar in the curriculum q A corresponding pedagogical model q Founded on robust empirical studies A creative grammar-writing relationship which involves q Explicit teaching of grammatical points relevant to the learning about writing q Developing young writers’ knowledge about language and how other writers make language choices which shape meaning q Developing young writers’ understanding of the language choices they can make in their writing 3
An Illustration Something as simple as how we move grammatical chunks around in a sentence alter how we communicate in writing
LEAD Principles PRINCIPLE EXPLANATION LINKS To establish a purposeful learning reason for Make a link between the addressing grammar, and connect grammar being introduced and how it works in the writing with meaning and rhetorical effect being taught EXAMPLES Explain the grammar through examples, not lengthy explanations AUTHENTIC TEXTS DISCUSSION Use authentic texts as models to link writers to the broader community of writers Build in high-quality discussion about grammar and its effects RATIONALE To avoid writing lessons becoming minigrammar lessons, and to allow access to the structure even if the grammar concept is not fully understood To integrate reading and writing and show ‘real’ writers make language choices To promote deep metalinguistic learning about why a particular choice works, and to develop independence rather than compliance 5
LEAD Principles PRINCIPLE EXPLANATION LINKS Analysing how prepositional phrases are Make a link between the used to establish the setting in one grammar being introduced and how it works in the writing scene in Charlotte’s Web by E. B. White. being taught EXAMPLES Explain the grammar through examples, not lengthy explanations AUTHENTIC Use authentic texts as models Using Charlotte’s Web by E. B. White. as the model text and understanding to link writers to the broader White’s choices. community of writers TEXTS DISCUSSION Build in high-quality discussion about grammar and its effects CLASSROOM EXAMPLE Displaying the relevant paragraph with all the prepositional phrases highlighted in colour. Discussing the effect of the noun phrases; the visual detail they provide about the setting. 6
Planning for Explicit Teaching q Consider the types of writing and the texts you will be using with your classes this term q Consider the children you will be teaching and what they need to learn about their writing q What meaningful grammar might be embedded into your teaching units to support this learning? q Metalinguistic understanding 7
Enjoy your day and I’m looking forward to working with you! 8
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