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Learning Grammar Through Writing Paperback – June, 1989
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Learning Grammar Through Writing serves as a self-correcting tool for students who have already learned foundational grammar and should be applying what they know in their composition work.
Top customer reviews
1) Have a child write each day in a journal (or otherwise). You could also do this with a weekly letter.
2) Later on your own, you would mark in their journal a little "code" next to any errors you find.
Each code will correspond to a rule (listed in the book) related to the error they made.
3) So then on their own, the child will go back through their writing, look up the error codes, read the rule and examples, figure out how that applies to what they wrote, and fix their error.
4) Additionally, I had my child write out each rule they missed (the main part in bold) on a piece of notebook paper, because most of the time they were missing the same rules and needed that extra reinforcement.
5) You go back and make sure they fixed everything correctly.
The chapters are laid out in a logical way like "Punctuation" would be a chapter title (and number) and then there would be sections in punctuation for the different punctuation rules.
The most time consuming part is figuring out what error code to put next to each of the child's errors. The index at the back was VERY useful when trying to find the codes. And, I found that usually they were missing the same things so either I memorized those codes, or made myself a little cheat sheet of commonly made errors.
This is a neat book. It is simple to understand with good examples and all of the rules I ever needed.
HOW WE USE IT: This slim booklet is divided into 13 sections:
5. the sentence
6. the paragraph
7. the composition
13. problem words and expressions.
Students write papers, but rather than you editing all their mistakes for them, you can mark a code, like 11F, right above their mistake (for young students) or in the margin (for upper elementary students), or even at the top of the page (for middle school students). The child can flip to section 11 (spelling) and look up the "F" rule, in this case: "When a one syllable word ends with short vowel and a consonant, double the final consonant before adding an ending: stop--stopped, swim--swimming." He finds the rule with examples so he readily sees what needs correcting. For repeat offenses, he can copy the rule onto a 3x5 card, memorize it, or write it at the end of his papers. So it helps him self-correct at his point of need! If he has no problems with verb tenses or capitalization of of the titles of people, then he won't have to study those sections!
It includes four pages of present--past--past participle verb lists as well as four pages of examples and lists of the four principal parts, and "words commonly confused" like "affect" and "effect" or "bring" and "take." With large font, bold headings, easily found code numbers, helpful index, and extra paper in each section (in case you want to add extra rules for your students), it is easy to use.
In the front, there's a one-page chart you can use for each student's compositions, keeping track of their infractions in the 13 sections so you can tailor your classwork to teach at the point of need.
I love this book and have recommended it for all my teacher training and writing classes. I wish EPS would reprint it!
My original motivation was my own son many years ago. I found regular AND Special Education teachers' skills to work with LLI students abysmal. In 2003 98% still are. Teacher training is a disaster. Education will not improve until teacher training improves. I would be happy to share what I think needs to be done.
I am in private practice as an educational consultant. I am also a certified Fast ForWord (FF) provider. ...I have worked with hundreds of kids, teens and even adults who struggle with reading and all language skills.
Learning Grammar Through Writing is a terrific resource. It is simply and clearly written for even elementary age students. It not only provides definitions but excellent examples. The book is organized into chapters by speech category and other relavant issues to writing. Each point in each chapter is given a letter. When conferencing with a student on a piece of writing (usually at the revision stage), instead of explicity telling a student what is wrong with their writing, you use a number-letter code at the point of error. Then the student goes back to their seat and looks up the codes to find out what grammatical rules have been violated and how to fix them.
According to research,the more involved a student is in their own learning, the better and easier he/she can learn. This resource enables the student to be an ACTIVE participant in their own learning!
The book can also be used by the student when they realize they are unclear about some point of grammar. The book is so well organized it is usually easy for the student to look up the information during the rough draft writing stage.
I have always felt that it is very demoralizing for a student to receive their written work back all covered with red correction marks. (I have never used red for paper correction in my life!)Educators must keep learning a positive, esteem-building experience.