Teaching English, How To.... Essential Ideas 04

Model for Expository Writing: 1. Tell them what you are going to tell them (introductory material concluded by the thesis sentence). 2. Tell them (middle paragraphs with topic sentences clearly related to the thesis sentence). 3. Tell them what you told them (summary paragraph). p. 114.

How to Begin: Brainstorming. Begin writing—especially if you do not know what you want to say—by brainstorming your topic. List all of your ideas on the topic. Set a time limit—10 or 15 minutes. Don’t attempt to organize or choose your words carefully or spell correctly. Use a few words for each idea. (In a group brainstorm, no one is allowed to criticize any one else’s ideas.) p. 127.

How to Construct a Thesis Sentence. Include your topic and at least (but not limited to) three main ideas. Example: “My ambition (topic) is to earn my doctorate in psychology (first main idea), and then to work with the homeless (second main idea), and with teenagers (third main idea) to help them lead productive lives.” The thesis sentence is constructed after completing the brainstorm and is used to chart the direction of the rough draft. It should conclude the interesting introductory material in the finished composition. p. 130.

What is a paragraph? How long should a paragraph be? Must every paragraph have a topic sentence? Paragraphs begin with topic sentences that tell the reader what is to follow. Vary the length of your paragraphs. Very long paragraphs will intimidate the reader. Very short paragraphs are often underdeveloped. However, err on the side of “shorter is better.” Shorter paragraphs are reader friendly. Not all paragraphs need a topic sentence. The original topic sentence might require four, five or more paragraphs to develop. These paragraphs might well not have topic sentences. p. 146.

Quotes on writing. On a bulletin board or around the room place quotations on writing. Change them frequently and engage the students in a discussion of the implications of the quotes. Example: “Weak writing almost always indicates weak thinking or weak structure.” ML Waxman. p. 154.

What’s wrong with substandard usage such as the misuse of “lie” (recline) and “lay” (put or place)? Distracts the reader from the writer’s or speaker’s ideas. p. 167.

When teaching writing, do what you expect with the group first before asking students to do it individually. Do each step in the writing process with the group before asking students to complete the steps individually. For example, do a group brainstorm and follow with a group thesis sentence before asking the students individually to brainstorm and write a thesis sentence. Chapter 8, pp. 103-165.

What does research say about teaching grammar to improve student writing? Useless. But this research rarely connects the study of grammar and writing, rarely shows grammar being consciously applied to writing. Instead, students learn grammar and writing in isolation and the researchers compare knowledge of grammar with performance in writing. p. 168.

Why might the study of grammar be of little help in improving student writing? Writing involves paragraphs and organization; construction of a beginning, middle and end; and achieving unity and coherence. Grammar deals with the sentence, correct usage and punctuation. Writing deals with the whole; grammar deals with the sentence. p. 168.

How does a knowledge of grammar help students improve writing? Helps them polish their prose, an important part of achieving “flow” in their writing, in which readers begin at the beginning and read through to the end, undistracted by lapses in usage, punctuation, spelling or style. p. 168.