Pennington Publishing Blog

Students need to understand the natures and peculiarities of the many different forms of writing. As students are first exposed to the imaginative/narrative domain (genre) of writing via story books, movies, and storytelling, they tend to organize all writing with a beginning, middle, and an end. While certainly appropriate for many forms of writing such as stories and letters, these forms cannot be applied to expository tasks such as essays or reports.

Teaching the P.A.W.S. writing model can help students understand the characteristics and components of the different domains of writing (genres) and their respective forms. P.A.W.S. stands for purpose, audience, writing organization, and subject. These are key elements of what is known as rhetorical stance. Knowing this information will help developing writers “play by the rules of the game” for each form of writing and also improve writing coherency. Additionally, students become better readers as they understand the purpose of the text and its intended audience. Knowing the organization of the writing and the manner in which the author chooses to develop the subject of that writing will boost reading comprehension, writing unity,  and retention. Truly, there is a reading-writing connection.

Start by telling students that every written work has a purpose, an intended audience, a subject, and a writing method of organization. You may wish to add on voice to your explanation by referencing the content of a related article, titled How to Develop Voice in Student Writing. For example, point out a magazine or newspaper advertisement. Brainstorm its purpose (to sell the product or service), its audience (who is the market), the writer’s organization (how the ad is presented to get the reader’s attention and, or course, the sale), and the subject (what exactly is being sold).

Inform students that there are two basic types of writing: expository and non-expository. The former is factually-based and attempts to understand, explain, or convince with the focus on an argument or a claim. The latter is fictional and attempts to entertain, tell a story, or describe with the focus on a controlling idea or topic.

Next, share that the expository domains (genres) of writing are practical or informative. Cite a few examples of their forms from the diagram and ask students to categorize them as being either practical or informative, in terms of purpose and design. Repeat with analytical and persuasive.

You may wish to have students read an example for each of the domains.

Then, explain that the non-expository domains (genres) of writing are sensory and descriptive. Again, reference the examples of the forms within this domain on the diagram and ask students to categorize them as being either sensory or descriptive, in terms of purpose and design. Repeat with imaginative and narrative. Again, you may wish to have students read an example for each of the domains.

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TEACHING ESSAYS BUNDLE

The author’s TEACHING ESSAYS BUNDLE includes the three printable and digital resources students need to master the CCSS W.1 argumentative and W.2 informational/explanatory essays. Each no-prep resource allows students to work at their own paces via mastery learning. How to Teach Essays includes 42 skill-based essay strategy worksheets (fillable PDFs and 62 Google slides), beginning with simple 3-word paragraphs and proceeding step-by-step to complex multi-paragraph essays. One skill builds upon another. The Essay Skills Worksheets include 97 worksheets (printables and 97 Google slides) to help teachers differentiate writing instruction with both remedial and advanced writing skills. The Eight Writing Process Essays (printables and 170 Google slides) each feature an on-demand diagnostic essay assessment, writing prompt with connected reading, brainstorming, graphic organizer, response, revision, and editing activities. Plus, each essay includes a detailed analytical (not holistic) rubric for assessment-based learning.

Get the Writing Process Essay FREE Resource:

Writing audience, essay strategies, essays, form, purpose, rhetorical stance, subject, Teaching Essay Strategies, writing domains, writing genres, writing worksheets

Some years back, the principal walked into my room while my student teacher was delivering a lesson. After a few minutes, the principal signaled me to step outside. “I would never hire Johnny to work at my school,” he said. Shocked, I asked him why. “On the board, he has a misplaced comma, and he ended a sentence with a preposition.” Sounds quite harsh, doesn’t it? That principal certainly had high expectations of his teachers.

Not every educated adult places the same level of importance regarding the proper use of grammar and mechanics as does that principal. However, many do. Proper grammar is a critically important tool for success in school, work, and life. We are judged, sometimes quite severely, by the words we use and the way we use them in both our speaking and writing. Misused grammar betrays us. The way we talk and write reflects our background, education, and ability to communicate. So what are the myths and realities of grammar instruction and most importantly, how can we improve student grammar?

The Five Myths of Grammar Instruction

1. Grammar is acquired naturally; it does not need to be taught. Oral language is not always an efficient teacher. In fact, it can be quite a mixed bag. For every proper modeling of the pronoun in the sentence: It is I, students hear at least five models of the incorrect: It is me. Grammar as it is caught must be complemented by a grammar that is taught.

2. Grammar is a meaningless collection of rules-most of which don’t work half the time. This myth may have developed from mindless “drill and kill” grammatical exercises with no application to real writing. Actually, our English grammar is remarkably flexible and consistent.

3. Grammar cannot be learned by students with some learning styles or disabilities. While it may be true that students learn language differently, at different rates, and vary in proficiency, there has been no research to show that some students cannot learn grammar.

4. English grammar cannot be learned by second language learners. Some teachers think that students who speak other languages get confused between the primary language and English grammars. The research proves otherwise. Intuitively, many of us have significantly increased our own knowledge of English grammar by taking a foreign language.

5. Reading and writing a lot will improve grammar. Reading grammatically rich literature is wonderful, but learning is not passive and does not come by osmosis. Writing poorly may, indeed, reinforce poor grammatical usage.

How should we teach grammar to Johnny?  Don’t waste time teaching Johnny what he already knows. Find out what he does not know and target these areas of grammatical deficits. Use a good diagnostic assessment. Have Johnny practice those weaknesses with specific skill worksheets.

Teach the language of grammar and recognition of the common grammatical structures. Johnny has to know what a prepositional phrase is and how to know one when he sees one. In fact, over 30% of academic writing is composed of this grammatical form. Maybe learning “Conjunction Junction, What’s Your Function” on Sesame Street® was not such a bad idea after all. Teach grammar in the context of writing. Using the common grammatical structures, have Johnny begin half of his written sentences with different sentence openers. This practice serves two purposes: It teaches recognition and manipulation of grammatical structures and it improves sentence variety.

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Teaching Grammar and Mechanics Grades 4, 5, 6, 7, 8, and High School Programs

I’m Mark Pennington, author of the full-year interactive grammar notebooks,  grammar literacy centers, and the traditional grade-level 4, 5, 6, 7, 8 and high school Teaching Grammar and Mechanics programs. Teaching Grammar and Mechanics includes 56 (64 for high school) interactive language conventions lessons,  designed for twice-per-week direct instruction in the grade-level grammar, usage, and mechanics standards. The scripted lessons (perfect for the grammatically-challenged teacher) are formatted for classroom display. Standards review, definitions and examples, practice and error analysis, simple sentence diagrams, mentor texts with writing applications, and formative assessments are woven into every 25-minute lesson. The program also includes the Diagnostic Grammar, Usage, and Mechanics Assessments with corresponding worksheets to help students catch up, while they keep up with grade-level, standards-aligned instruction.

Grammar, Mechanics, Spelling, and Vocabulary Grades 4, 5, 6, 7, 8 Programs

Or why not get the value-priced Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) grades 4, 5, 6, 7, and 8 BUNDLES? These grade-level programs include both teacher’s guide and student workbooks and are designed to help you teach all the Common Core Anchor Standards for Language. In addition to the Teaching Grammar and Mechanics program, each BUNDLE provides weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of the grammar, mechanics, and vocabulary components.

The program also has the resources to meet the needs of diverse learners. Diagnostic grammar, usage, mechanics, and spelling assessments provide the data to enable teachers to individualize instruction with targeted worksheets. Each remedial worksheet (over 200 per program) includes independent practice and a brief formative assessment.

Check out the brief introductory video and enter DISCOUNT CODE 3716 at check-out for 10% off this value-priced program. We do sell print versions of the teacher’s guide and student workbooks. Contact mark@penningtonpublishing.com for pricing. Read what teachers are saying about this comprehensive program:

The most comprehensive and easy to teach grammar, mechanics, spelling, and vocabulary program. I’m teaching all of the grade-level standards and remediating previous grade-level standards. The no-prep and minimal correction design of this program really respects a teacher’s time. At last, I’m teaching an integrated program–not a hodge-podge collection of DOL grammar, spelling and vocabulary lists, and assorted worksheets. I see measurable progress with both my grade-level and intervention students. BTW… I love the scripted lessons!

─Julie Villenueve

Grammar/Mechanics eaching the Language Strand, essays, grammar, grammar worksheets, Mark Pennington, parts of speech, punctuation, teaching grammar, Writing

Split Infinitives

Many would argue that writing style is very personal and varies from author to author. After all, who wants to read everything in the style of, say, Hemingway? However, writing style is not just subjective. Indeed, good writing style does have objective rules to follow. Here are the key rules of writing style, written with tongue-firmly-planted-in-cheek examples. Explaining the humor will help your students understand the writing style concept and/or rule.

1. Avoid intentional fragments. Right?

2. Avoid formulaic phrases in this present day and age.

3. I have shown that you should delete references to your own writing.

4. Be sort of, kind of specific.

5. Don’t define terms (where a specialized word is used) using “reason is,” “because,” “where,” or “when” because this writing style is boring.

6. Avoid using very interesting, super nice words that contribute little to a sentence.

7. Prepositions are not good to end sentences with.

8. It is a mistake to ever split an infinitive.

9. But do not start a sentence with a coordinating conjunction.

10. Avoid using clichés like a bad hair day.

11. Always, avoid attention-getting alliteration.

12. Parenthetical remarks should (most always) be avoided.

13. Also, never, never repeat words or phrases very, very much, too.

14. Use words only as they are defined, no matter how awesome they are.

15. Even if a metaphor hits the spot, it can be over-played.

16. Resist exaggeration; it only works once in a million years.

17. Writers should always avoid generalizations.

18. Avoid using big words when more utilitarian words will suffice.

19. What use are rhetorical questions?

20. The passive voice is a form to be avoided, if it can be at all helped.

21. Never write no double negatives.

22. There are good reasons to avoid starting every sentence with There.

23. Always, absolutely avoid overstating ideas.

24. Keep pronoun references close to subjects in long sentences to make them clear.

Also, check out Mark Pennington’s articles on writing unity, coherence, and parallelism.

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TEACHING ESSAYS BUNDLE

The author’s TEACHING ESSAYS BUNDLE includes the three printable and digital resources students need to master the CCSS W.1 argumentative and W.2 informational/explanatory essays. Each no-prep resource allows students to work at their own paces via mastery learning. How to Teach Essays includes 42 skill-based essay strategy worksheets (fillable PDFs and 62 Google slides), beginning with simple 3-word paragraphs and proceeding step-by-step to complex multi-paragraph essays. One skill builds upon another. The Essay Skills Worksheets include 97 worksheets (printables and 97 Google slides) to help teachers differentiate writing instruction with both remedial and advanced writing skills. The Eight Writing Process Essays (printables and 170 Google slides) each feature an on-demand diagnostic essay assessment, writing prompt with connected reading, brainstorming, graphic organizer, response, revision, and editing activities. Plus, each essay includes a detailed analytical (not holistic) rubric for assessment-based learning.

Get the Writing Style Posters FREE Resource:

Grammar/Mechanics, Literacy Centers, Study Skills, Writing coherent writing, compositions, editing, elements of style, essays, Mark Pennington, Teaching Essay Strategies, writing coherency, writing revisions, writing style, writing unity

Writing Unity

Writing unity refers to how well sentences and paragraphs stay focused on the topic sentences and thesis statement. From the reader’s point of view, writing unity means that there are no irrelevant (off the point) details and that the tone of the writing remains consistent.

Most writing is structured. The structure changes according to the domain of the writing, but when an author consistently follows a plan, the reader can clearly follow what the author intends to share or to prove. Avoid including details that take the reader away from this plan and lead to confusion.

To know how to improve writing unity, is is helpful to examine examples of poor writing unity.

Paragraph without Unity Writing Model

It has been said that history repeats itself. Who first said this quote is not important. Although circumstances may change, and they frequently do, and the cast of characters will differ, human response to crisis situations remains consistent over time. The lessons gained from past events should affect present decisions. People rarely change their behaviors based upon past experience. Sometimes they do, but not often do they change their actions. Indeed, it sometimes seems as if people are willing to challenge the influence of the past when they repeat mistakes or misjudgments. Why people would want to challenge the influence of the past remains unknown.

Now, study the same paragraph content written with good writing unity.

Paragraph with Unity Writing Model

It has been said that history repeats itself. Although circumstances may change, and the cast of characters will differ, human response to crisis situations remains consistent over time. The lessons gained from past events should affect present decisions, but people rarely change their behaviors based upon past experience. Indeed, it sometimes seems as if people are willing to challenge the influence of the past when they repeat mistakes or misjudgments.

So what makes the second paragraph so much better than the first? What lessons can be derived to improve writing unity?

1. Eliminate irrelevant details.
2. Make use of effective writing transition words (“Although,” “but,” “Indeed” in the paragraph above.
3. Follow a predictable paragraph structure: topic sentence-major details-minor details.

Also, check out Mark Pennington’s articles on writing coherence and parallelism.

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The author’s TEACHING ESSAYS BUNDLE includes the three printable and digital resources students need to master the CCSS W.1 argumentative and W.2 informational/explanatory essays. Each no-prep resource allows students to work at their own paces via mastery learning. How to Teach Essays includes 42 skill-based essay strategy worksheets (fillable PDFs and 62 Google slides), beginning with simple 3-word paragraphs and proceeding step-by-step to complex multi-paragraph essays. One skill builds upon another. The Essay Skills Worksheets include 97 worksheets (printables and 97 Google slides) to help teachers differentiate writing instruction with both remedial and advanced writing skills. The Eight Writing Process Essays (printables and 170 Google slides) each feature an on-demand diagnostic essay assessment, writing prompt with connected reading, brainstorming, graphic organizer, response, revision, and editing activities. Plus, each essay includes a detailed analytical (not holistic) rubric for assessment-based learning.

Get the Transition Worksheets FREE Resource:

Literacy Centers, Study Skills, Writing coherency, compositions, editing, essays, Mark Pennington, Teaching Essay Strategies, writing revisions, writing strategies, writing style, writing unity