Thinking about structure How to encourage students to

Thinking about structure How to encourage students to structure writing effectively

Anxious about grammar? You are not alone. Most younger teachers know very little grammar and are suspicious of explicit grammar teaching. Not surprisingly, therefore, new recruits entering teacher-training courses typically either know very little grammar (Williamson & Hardman 1995) or have no confidence in their knowledge, presumably because they have picked it up in an unsystematic way (Cajkler & Hislam 2002).

Thinking about structure - Aims: • To consider what we mean by ‘structure’ in writing, and what it means in your subject • To focus closely on one element of sentence and paragraph structure • To gain strategies to aid students with the structure of their writing.

Structure (A structural engineer talking about the Shard) “Good structural design is about placing material at optimum locations. Every Discussion: What do we mean shape has its own opportunities. You need to when we talk about ‘structure’ in find those opportunities. " writing? "placing words and phrases at optimum locations. Every text has its own What does ‘structure’ mean in opportunities. You need to find those your subject? opportunities. "

Structure is a wide ranging topic and there are many elements we could focus our attention on. • • Structure of an essay or a whole text Structure of a paragraph Structure of a sentence Structure of a phrase/clause We felt to get the most out of this session we would focus on one element of structure, thinking specifically about the role of connectives.

“Remember to use a variety of connectives to make your paragraph interesting. ”

What do we mean when we say ‘connectives’? Discourse Markers They connect, organise and manage ideas They are referred to more commonly as 'linking words' and 'linking phrases', or 'sentence connectors‘. They act as signposts for the reader.

of course clearly evidently surely certainly decidedly indeed undoubtedly it would seem it appears obviously possibly it seems likely presumably one might consider firstly secondly initially then next afterwards finally subsequently eventually previously Opinion and also in addition furthermore as well as and then Addition Sequencing Emphasis Persuasion above all in particular notably specifically more importantly indeed especially significantly moreover Connectives equally similarly in comparison likewise by the way of contrast alternatively despite this as with unless Contrast Comparison Cause and Effect Illustration Conclusion to conclude in conclusion finally on the whole summarising overall to sum up evidently because so consequently therefore thus for example for instance in other words to show that such as an instance as revealed by to show that however nevertheless alternatively despite this on the contrary yet whereas except apart from

Comparison Despite their greater resources, the American army frequently found itself outmanoeuvred Illustration by the Viet Cong’s unpredictable and often intelligent tactics. For instance, American soldiers had Hershey’s Addition chocolate bars as part of their rations while fighting, and they often left their wrappers on the ground for the Viet Cong to find. Moreover, the Emphasis Americans’ boots made loud noises while they were walking and these inexperienced soldiers used deodorant that left behind a distinctive Cause and Effect smell. Consequently the Viet Cong often found them, and being Addition outsmarted in this way left the Americans frustrated angry as they suffered casualties and loss of life as a result.

Sequencing Discourse Marker Firstly, I estimated the population of Concepción in 2010. To do this, I first looked up the population in 2009, which was 636, 000. Then, Cause and Effect Discourse Marker because the population grows by 5% each year, I needed to find 5% of Sequencing the 2009 population. I did this by dividing the 2009 population by 10 to discover 10% of the population, which is 63, 600, and then divided this number by 2 to find 5% which gave me the total 31, 800. Lastly, I added 31, 800 (5% of the 2009 population) to 636, 000 (the entire 2009 population) to give me an estimated population of 667, 800 for 2010.

Calculate the population of Concepción for 2014 Connectives for Yearly population explaining (2009 population – method 636, 000) + 5% of previous year’s Total population (showing method) Firstly… Population of Concepción in 2010 10% = 63 600 / 2 = 31 800 636 000 + 31 800 = 667 800 Secondly… Population of Concepción in 2011 10% = 66 780 / 2 = 33 390 667 800 + 33 390 = 701 190 Thirdly… Population of Concepción in 2012 10% = 70 119 / 2 = 35 059. 5 35 060 (rounded up) 701 190 + 35 060 = 736 250 Next… Population of Concepción in 2013 10% = 73 625 / 2 = 36 812. 5 36 813 (rounded up) 736 250 + 36 813 = 773 063 Finally… Population of Concepción in 2014 10% = 77 306. 3 / 2 773 063 + 38 653 = = 38 653. 15 811 716 38 653 (rounded down) Other useful connectives for explaining methods: To begin with… I did this by… To do this, … Then, … After I had… Lastly, …

Explanation of task: Calculate the population of Concepción for 2014 Firstly, I estimated the population of Concepción in 2010. To do this, I first looked up the population in 2009, which was 636, 000. Then, because the population grows by 5% each year, I needed to find 5% of the 2009 population. I did this by dividing the 2009 population by 10 to discover 10% of the population, which is 63, 600, and then divided this number by 2 to find 5% which gave me the total 31, 800. Lastly, I added 31, 800 (5% of the 2009 population) to 636, 000 (the entire 2009 population) to give me an estimated population of 667, 800 for 2010. Secondly, I estimated the population of Conception in ____. To do this, I first looked up the population in ____, which was _______. Then, because the population grows by __ each year, I needed to find __ of the ____ population. I did this by _______ the ____ population by __ to discover ___ of the population, which is _______, and then _______ this number by _ to find __ which gave me the total ______. Lastly, I _______ (__ of the ____ population) to ______ (the entire ____ population) to give me an estimated population of _______ for ____. Thirdly…

It’s beyond doubt that teenagers are spending more and more time in the company of damaging influences like social media, advertising and reality TV. All of them work to make young people feel insecure and to give them unrealistic impressions about what life can offer. These impressions range from the idea that happiness is a constant that we can all expect, that material wealth is the only indicator of a person’s worth, and that the pursuit of beauty should be prized before the pursuit of education and understanding. These distorted beliefs sadly creep into the way many individuals think and behave.

What is happening in this image? Writing is like a football team working through a set piece, each sentence has a role to play……so the writer can reach their goal.

Rothery’s teaching and learning cycle Based on M. A. K. Halliday’s Systemic Functional Linguistics

http: //staffrm. io/@mrhistoire/4 bg. JI 0 hkw. B Rules: 1. Double space. Wow, this was harder to explain than I'd imagined! It's really important for the editing process, though, so hammer it in. 2. If it's italicised it gets written, no matter what. 3. If there's a number then students use that exact amount of words. 4. If there's a 'max' then students are allowed to use up to that number of words. 5. Read ahead - this is key. There might be five sentences on the same topic, so students need to ensure they don't write something too soon.

Why bother varying sentence structure ( focusing specifically on descriptive & narrative writing)? “This sentence has five words. Here are five more words. Fiveword sentences are fine. But several together become monotonous. Listen to what is happening. The writing is getting boring. The sound of it drones. It’s like a stuck record. The ear demands some variety. Now listen. I vary the sentence length, and I create music. Music. The writing sings. It has a pleasant rhythm, a lilt, a harmony. I use short sentences. And I use sentences of medium length. And sometimes, when I am certain the reader is rested, I will engage him with a sentence of considerable length, a sentence that burns with energy and builds with all the impetus of a crescendo, the roll of the drums, the crash of the cymbals– sounds that say listen to this, it is important. ”

Examples of varied sentences The girl felt serene as she glided through the garden. Three adjectives at the start sentence Serene, hopeful, determined the girl glided through the garden. The sun slipped over her like butter and her hand trailed through the delicate petals. Two similes sentence The sun slipped over her like butter, clinging to her like a dress made of silk, whilst her hand trailed through the delicate petals.

Examples of varied sentences In the distance stood a lone, white iris. Comma sandwich: a sentence with an embedded clause (which is surrounded by commas). In the distance, right in the very middle of the meadow, stood a lone, white iris. It was taller and more straight than the others. So, so sentence This white iris was so tall, so bright and so straight that it caught her attention.

Both Paragraphs The girl felt serene as she glided through the garden. The sun slipped over her like butter and her hand trailed through the delicate petals. Stretching out in front of her was a sea of cobalt blue and lemon yellow. In the distance stood a lone, white iris. It was taller and more straight than the others. It drew the focus of her eye and she began to amble towards it. Serene, hopeful, determined the girl glided through the garden. The sun slipped over her like butter, clinging to her like a dress made of silk, whilst her hand trailed through the delicate petals. Stretching out in front of her was a sea of cobalt blue and lemon yellow, a sea that appeared to go on forever. In the distance, right in the very middle of the meadow, stood a lone, white iris. This white iris was so tall, so bright and so straight that it caught her attention. It drew the focus of her eye and she began to march towards it.

GROUP TASK 1. Read the through the suggested sentence options on the handout. 2. Read the paragraph again. 3. Working with your tables redraft at least 4 of the sentences. 4. Everybody must write out the new paragraph on their own piece of paper AND make a note of the changes you have decided upon. Be prepared to share with the class. You have 15 minutes to complete Extension: Adapt all 5 sentences in paragraph and add 2 more using a different structure (7 different sentences in total)

LO: Can I examine structure, characters and themes for understanding? ‘As authors write a text to communicate an idea, they will use a structure that goes along with the idea. ’ Meyer 1985 What is structure? (This is taken from the AQA exam board, please keep as it is important for both GCSE’s). How writers organise a text • • • Sequence through a passage Movement from big to small – ideas or perspectives Taking an outside to inward perspective, or vice versa Introductions and developments Reiterations Repetitions, threads, patterns and motifs Summaries and conclusions Shifts of focus Narrative perspective Connections and links across paragraphs Internal cohesion and topic sentences

Kadiza’s choices Writing is a discussion and Firstly, I estimated the population of Concepción in 2010. To do on occasion an argument. this, first I examined the population in 2009, which turned out to be 636, 000. Each year the population increased by 5%, so I had to find 5% of the population in 2009. I did this by dividing Writing is a process. the population from 2009 by 10 to discover that 10% of the population, was 63, 600, and then I divided this number by 2 to find 5% which then gave me the total 31, 800. Finally, I added Writing can always be 31, 800, (5% of the 2009 population) to 636, 000, (the entire 2009 population) which gave me an estimated population of improved. 667, 800 for 2010.