Grammar in the Writing Context
Teachers know the power of connected learning. When one strand of rope is twisted with another (or several), the rope is less likely to break.
Now some things need to be taught in isolation, but when teachers take the time to show students the connections to other learning, students grasp the big picture and are more likely to retain the information. This finding has been integral to learning theory for years. Indeed, association and linking are powerful memory tools.
With this educational assumption, let’s take a look at one specific educational maxim: Grammar must be taught in the writing context.
For most teachers, taught usually implies introduce. In other words, to have shared some new content, concept, or skill (or standard) that students had not yet learned. This presents problems for developing student writers, because teachers have been taught that grammar should only be taught in the writing context. This chiefly means that grammar has not be taught at all. The pipe dream of some is that targeted mini-lessons, say one on commas or pronoun antecedents, will be used in the editing stage of the writing process for those students who need them. It just does not get done on a regular basis and the students do not get enough practice to master these skills.
The mini-lesson only approach is akin to assigning your own child the task of building an outdoor play structure (think writing process assignment) in which you provide excellent directions, but hand over the toolbox without prior instruction.
The directions begin with the following: “Use only a ball peen hammer to nail and countersink all 16 penny galvanized.”
One the student has completed building the structure (the draft or revised draft), the teacher determines that the entire class needs a mini-lesson to address the obvious construction short-comings. How inefficient and frustrating.
Clearly, it makes so much more sense to teach every component of the directions before using or mis-using the tools. How you teach (connect to prior learning, identity, define terminology, provide examples, use mentor modeling, provide guided practice, independent practice with feedback, give formative assessment, and remediate with individualized practice) matters. Obviously, each of these steps would be critically important in teaching this direction.
If you would agree that this instructional approach would also make sense with grammar instruction, let me attempt to convince you of one other key instructional point.
Students who did not demonstrate mastery in their first or revised attempts (think first or revised writing drafts) must be re-taught. Yes, mini-lessons in this context would make sense. But, in terms of writing feedback…
Wouldn’t it make sense to use the same language of instruction in both teaching and writing feedback? That would be powerful, memorable instruction: truly teaching grammar in the writing context.
Writing Context
You can do this with the author’s e-Comments Chrome Extension. This app includes hundreds of canned writing comments with the same language of instruction as the author’s Teaching Grammar and Mechanics and the companion program, TEACHING ESSAYS BUNDLE. Use the same terminology and definitions in your teaching and annotations in Google docs (and slides) comments. Now, that’s a seamless connection to teach and practice grammar and mechanics in the writing context!
Save time grading and provide better writing feedback!
The e-Comments program includes four insertable comment banks (Grades 3‒6, Grades 6‒9, Grades 9‒12, and College/Workplace) feature writing format and citations, essay and story structure, essay and story content analysis, sentence formation and writing style, word choice, grammar, and mechanics.
When you open a student’s doc or slide, the e-Comments menu pops-up in the right margin. Simply highlight a writing issue in the student’s text and click on a comment button. The comment automatically appears in the margin next to the student’s text.
FAQs:
- Would all my students need this program? No, just the teacher. The e-Comments program syncs to multiple devices and saves to the cloud.
- Can I edit these e-comments? Yes, they are customizable.
- Can I add, format, and save my own custom writing comments to the e-Comment menu? Yes.
- Can I record audio comments? Yes.
- Can I record video comments? Yes, just make sure your hair isn’t out of place.
- Can I use speech to text? Yes, save time typing personalized comment additions.
I’m not tech proficient. Is e-Comments easy to use? Yes. The one-page Quick Start User Guide and video tutorial will get you grading or editing in just minutes. No time-consuming and complicated multiple clicks, dropdown menus, or comment codes. This program is intuitive and user-friendly.
*****
Pennington Publishing Grammar Programs
Teaching Grammar, Usage, and Mechanics (Grades 4, 5, 6, 7, 8, and High School) are full-year, traditional, grade-level grammar, usage, and mechanics programs with plenty of remedial practice to help students catch up while they keep up with grade-level standards. Twice-per-week, 30-minute, no prep lessons in print or interactive Google slides with a fun secret agent theme. Simple sentence diagrams, mentor texts, video lessons, sentence dictations. Plenty of practice in the writing context. Includes biweekly tests and a final exam.
Grammar, Usage, and Mechanics Interactive Notebook (Grades 4‒8) is a full-year, no prep interactive notebook without all the mess. Twice-per-week, 30-minute, no prep grammar, usage, and mechanics lessons, formatted in Cornell Notes with cartoon response, writing application, 3D graphic organizers (easy cut and paste foldables), and great resource links. No need to create a teacher INB for student make-up work—it’s done for you! Plus, get remedial worksheets, biweekly tests, and a final exam.
Syntax in Reading and Writing is a function-based, sentence level syntax program, designed to build reading comprehension and increase writing sophistication. The 18 parts of speech, phrases, and clauses lessons are each leveled from basic (elementary) to advanced (middle and high school) and feature 5 lesson components (10–15 minutes each): 1. Learn It! 2. Identify It! 3. Explain It! (analysis of challenging sentences) 4. Revise It! (kernel sentences, sentence expansion, syntactic manipulation) 5. Create It! (Short writing application with the syntactic focus in different genre).
Get the Diagnostic Grammar, Usage, and Mechanics Assessments, Matrix, and Final Exam FREE Resource:
