This week I learned about sentence breakdown, as well as nouns, verbs, adjectives, and adverbs. For me, the biggest fact I learned is that adverbs don’t just describe verbs! They can describe verbs. OR ADJECTIVES! OR OTHER ADVERBS! For example, one could say, “Bob is way too excited.” Of course, this adverb describing an adverb pattern probably isn’t something that you would want to use in a formal paper; it seems to appear more in common speech.
I also learned the difference between transitive and intransitive verbs. Verbs are transitive when there is an object in the sentence/the sentence follows typical sentence structure (subject→verb→object). An intransitive verb is when the verb has no object (Eg: Emily runs).
QUESTION: I really don’t have any questions relating to concepts that we’ve learned this week. Being the brilliant person that I am, I actually already knew most of it. The only question I have, I guess, is how the heck am I supposed to teach this? I love learning it because I’m a total grammar nerd, but obviously the average student is not. I do know that it’s important to stress using these different techniques within students’ writings, so that they can see some real-life applications, but to what extent should we teach them more or less everything that we have learned in the past week?
I'd say not at all. Starting on Thursday, you'll see how we can talk about/teach key issues in student writing with virtually no terminology.
ReplyDeleteBTW, in your pattern-of-the-week, your examples are complete sentences (which I know you know). So fragments starting with conjunctions do break from the pattern.
No big deal.