3.4 Bruce Saddler - Sentence Combining - Handout
3.4 Bruce Saddler - Sentence Combining - Handout
3.4 Bruce Saddler - Sentence Combining - Handout
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Subject<br />
Writer<br />
Reader
<strong>Sentence</strong> construction ability is a<br />
critical skill for a writer to master
Writing Strategies .82<br />
Summarization .82<br />
Collaborative writing .75<br />
Specific product goals .70<br />
Word processing .55<br />
<strong>Sentence</strong> combining .50<br />
Pre-writing .32<br />
Inquiry activities .32<br />
Process writing approach .32<br />
Study of models .25<br />
Writing for content area<br />
learning<br />
.23<br />
!!!!!!!!!"#$%&!'()$!<br />
*+,!-!./01$2'&0341!<br />
*5,!-!6$7(862637$0/&$!<br />
*9,!-!'6/..26(.7!!
!! First, sentence combining<br />
increases an awareness of<br />
writer motivations and reader<br />
responses<br />
!!How does my writing sound to<br />
others?<br />
!!Is there a better way of saying<br />
it?<br />
!! Second, varying sentences<br />
combinations can help students<br />
“convey different ideas”.<br />
!! may reduce the choppy or run-on style<br />
sentences students produce<br />
!! elevates awareness of and familiarity with<br />
syntactic options for expressing the same<br />
idea<br />
!! willingness to experiment<br />
!! If enough practice is provided to make writers<br />
comfortable with various options<br />
!! Third, discussing sentence<br />
combining exercises may also<br />
help students become<br />
confident about!punctuation<br />
!! Exercises illustrate how punctuation<br />
organizes sentence elements<br />
!! Fourth, sentence combining<br />
practice may foster skill in<br />
revision<br />
!!By promoting<br />
!!reorganization<br />
!!addition<br />
!!or elimination of textual elements
TYPE 2: No Cue
Example of sentence combining<br />
practice exercise<br />
The Boat<br />
1. The boat was in the water.<br />
The water was cold.<br />
The water was salty.<br />
2. It began to sink.<br />
It sank slowly.<br />
3. The men jumped.<br />
They were frightened.<br />
4. They landed in the water.<br />
The water was swirling.
Read new versions aloud and<br />
discuss rhetorical effect<br />
Review new<br />
concepts or<br />
reinforce<br />
content while<br />
practicing<br />
writing
On progress monitoring quizzes you<br />
could rate the responses on a scale<br />
using Nemans criteria so that the<br />
students have a quantitative score<br />
(grammar, punctuation,<br />
capitalization) and a qualitative<br />
score (effectiveness)
Activities