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The way of reflection in teaching grammar as skills (Rob Batstone) . I need some simpler, clearer explanation with examples. Thanks. The way of reflection in teaching grammar as skills (Rob...

The way of reflection in teaching grammar as skills (Rob Batstone) . I need some simpler, clearer explanation with examples. Thanks.

The way of reflection in teaching grammar as skills (Rob Batstone) . I need some simpler, clearer explanation with examples. Thanks.

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litteacher8 eNotes educator | Certified Educator

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Without anything very specific, I can use an example of how I explain classifying sentences.  All sentences are clauses if they have a subject and a verb.  A complete sentence is an independent clause.  A fragment that uses a subordinating conjunction or adverb is a subordinate (dependent clause).  If you combine two independent clauses, you have a compound sentence.  If you combine one of each, you have complex.  A compound sentence plus a complex sentence is a compound complex sentence.  It's simple math.

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mwestwood eNotes educator | Certified Educator

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Rob Batstone has a pratical separation of grammar into product and process with product being the rules of the language and process the ways in which grammar "is deployed from moment to moment."

Long ago, when students would read books, they acquired grammatical skills as they observed and discerned the grammatical structure of their language in action.  Nowadays, with so many aliterate students, their lack of grammatical skills is glaringly apparent.  As a result, teachers feel compelled to drill students in the "product" of grammar.  Sadly, however, this hard work often seems for nought because students do not make the transition from having learned a grammar skill to its application in reading and in writing.

In addition, there is a prevailing attitude that there is no need for anything but the simplest of structures.  After all, who writes more than memos or text-messages?  "Just those old people who need to retire, anyway."  Of course, teachers understand that, as...

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