Learning the Art of the Semi-Colon: Using grammar to enrich writing

1. Learning the Art of the Semi-Colon: Using grammar to enrich writing Amy E. Harter Milwaukee School of Languages *WCTE Conference 2009* Milwaukee, WI

2. Theory and Practice • Seeking practical applications! • Two pieces of pedagogical theory: • Teaching grammar in context • Using visual arts in the teaching of writing • What is our definition of each of these?

3. Grammar in Context • Teaching grammar in the context of students’ own writing • Seeing grammar as “a resource for writers, necessarily tied to the writing process” (Weaver 52). • Focusing on patterns rather than “detailed categorizing and subcategorizing of words” (Weaver 27). • Rejects traditional method of teaching grammar as an entity separate from writing, through worksheets and drills.

4. Using Visual Arts • Involves student image-making • Traditional – Drawing, painting, photography, collage • Electronic – Computer manipulated image/collage • A “powerful way to generate nonlinguistic representations in the mind” (Marzano 73). • Research shows that using visual arts in the beginning stages of writing increase student interest and motivation (McDonald 57).

5. What’s next: A Practical Application • Lesson demo: “Complex Contrast Sentences” (Example of combining these two theories into practice) • Teacher examples and reactions • Student examples and reactions • Idea generating for applications/variations for classroom use

6. Supplies: • Notes (handout) • A partner • Blank drawing paper • Folder for drawing surface • Colored pencils • Envelope with randomly assigned independent clause pair and contrast “tool” concealed inside

7. Step 1: Showing Contrast Students list two reasons “pro” and two reasons “con” the assignment of homework Already working in a persuasive unit, students know these concepts. They are also beginning to draft a persuasive essay. Some typical responses: • PRO- Helps us learn, teachers give it to us, good for review, good for independent practice • CON- “Boring,” can get overwhelming, not all students complete it

8. Step 2: Complex Contrast Notes Four tools, two formulas Only terms needed: -Contrast -Opposition -Independent clause -“Tools” -Semi-colon -Comma • ICL 1; however, ICL 2. Teachers may give homework; however, few students finish it. • ICL 1; nevertheless, ICL 2. Homework may be annoying; nevertheless, it helps us learn. • Despite the fact that ICL 1,ICL 2. Despite the fact that homework is unpopular, teachers still give it. • AlthoughICL 1,ICL 2. Although some argue against homework, research supports its benefits.

9. Student Reminders • The two independent clauses are two different sides of an argument (contrasting) • These sentences are useful in acknowledging and refuting the opposition • Which clause comes out with more power in all of these sentences? (Second- leave “best for last”) • A complex contrast sentence will be required in your essay, but we need to practice first!

10. Step 3: Complex Contrast Posters • With a partner, students are assigned an independent clause pair and a contrast tool at random. • Humor resulting from contrasting clause pairs • Students are provided poster-sized paper and art supplies, to create a written and visual demonstration of their understanding! (Just one sentence.)

11. Step 4: Sharing and Displaying Results • How did our results turn out? • Please consider sharing your image, experience, or both!

12. Student examples…

19. Step 5: Integrating new knowledge • After their practice, and using posters as a guide, students can now create their own sentences for use in their persuasive essays! Ex: Fast food is cheap and convenient; however, these benefits could never outweigh the bad effects fast food can have on a person’s health.

20. Wrap-up Discussion Please take some time to write and reflect. Afterwards, we’ll share responses and generate ideas! What about this activity “worked” for us? Can you see it working for students? What spin-offs or adaptations might you create (or do you already use!) to fit your own classroom /curricular needs? Do you think any of your colleagues would resist or be reluctant to try these methods? If so, how might we encourage these traditional teachers of grammar to attempt a lesson of this type?

21. Additional visual art + writing ideas • Create a visual essay to tell about a student’s writing process, identity, study habits, or research findings. • Use storyboarding to convey plot or cause/effect. • Develop fictional characters by doing a portrait of a protagonist with belongings, accessories, and setting. • Illustrated one-word vocabulary study (McDonald 47). • Create a book with a visual storyline made from magazine images. Then, write a story to go along with the images (McDonald 58). • Students make a drawing “by” a character from a novel.

22. Resources • Jensen, Eric. Arts with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development, 2001. • Marzano, Robert; Pickering, Debra J.; and Pollock, Jane E. Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD, 2001. • McDonald, Nan L. and Fisher, Douglas. Teaching Literacy through the Arts. New York: Guilford Press, 2006. • Weaver, Constance. Grammar to Enrich and Enhance Writing. Portsmouth, NH: Heinemann, 2008.