ATEG Overview Julia Evans Mechanics amp Content in Students Writing Putting the Pieces Together Sean Ruday All Actions Arent Active The Purposeful Use of the Passive Voice ID: 788187
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Slide1
Welcome to ATEG!!
Slide2Agenda
ATEG Overview
Julia Evans: “
Mechanics & Content in Students’ Writing: Putting the Pieces Together”
Sean
Ruday
: “All Actions Aren’t Active: The Purposeful Use of the Passive Voice”
Giveways
!
Questions
Slide3ATEG
Our focus: Practical and insightful ideas for helping today’s students understand grammar and apply grammatical concepts to their written works
Slide4Key ATEG Features
Annual conference
Peer-reviewed
ATEG Journal
Grammar-related current events on Facebook
Listserv on grammar-related ideasATEG awardsKeep up with us at www.ateg.weebly.com
Slide52018 ATEG Conference
Grammar Rising: A New Age of Grammar Instruction
July 27th and 28th, 2018 at Rowan University in Glassboro, NJ
“How does one teach English grammar in a world where a written message may be supplemented by a DJ Khaled GIF, Ryan Gosling meme, or goat emoji? What mentor texts and strategies can we use to communicate the importance of grammar to our students? At this year's ATEG Conference, we'll investigate the relevance of grammar to today's society and explore ways that effective language instruction in 2018 is not only important, but perhaps even more significant than ever.”
Information on submitting a proposal and registering coming soon to our website
Slide6ATEG Awards
The Grammar Teacher of the Year Award, Presented by ATEG and
GrammarFlip
The ATEG Future Teacher Scholarship Award
Slide7ATEG Outreach Project: Ryan Gosling Grammar Memes
Slide8Join us!!
More information at www.ateg.weebly.com
Slide9Mechanics & Content in Students’ Writing:
Putting the Pieces Together
Julia Evans, Longwood University
Slide10“George Washington Story”
Long ago George Washington
lede
the fight to free us from England. He was are first
preudent
. He was non [known] as are father of our
cotrionte
[country].
Collected by Stribling and Kraus, Voices of Practitioners
Slide11"The Mystery Kids”
One day there were three
littel
kids that found
misterys
[mysteries] everyday and one
mistery
was spooky and they got trap[
ped] in a
honted house and
mumys
started to come out of the walls and were
gona
hert
the kids but one of the kids now [knew]
cerotey
[karate] and killed the
mumeys
and the kids were ok and the next morning they got out of the
honted
house and they found more clues and that was the end of the day.
Collected by Stribling and Kraus, Voices of Practitioners
Slide12These stories were written by the same student!
There’s a disconnect between content and mechanics. If students focus on one, they tend to completely disregard the other.
Slide13“George Washington Story”
Long ago George Washington
lede
the fight to free us from England. He was are first
preudent
. He was non [known] as are father of our
cotrionte
[country].
Collected by Stribling and Kraus, Voices of Practitioners
Focus on mechanics:
Slide14"The Mystery Kids”
One day there were three
littel
kids that found
misterys
[mysteries] everyday and one
mistery
was spooky and they got trap[
ped] in a
honted house and
mumys
started to come out of the walls and were
gona
hert
the kids but one of the kids now [knew]
cerotey
[karate] and killed the
mumeys
and the kids were ok and the next morning they got out of the
honted
house and they found more clues and that was the end of the day.
Collected by Stribling and Kraus, Voices of Practitioners
Focus on content:
Slide15So how can we encourage students to use proper mechanics and write rich content at the same time?
Slide161. Encourage students to proofread
while
they write.
Slide17Slide182. Make proofreading something fun to do both during and after writing.
Slide193. Stress the importance of good mechanics by designating time for proofreading.
Slide204. Give students proofreading practice outside of their own writing.
Slide21Encourage students to proofread
while
they write.
Make proofreading something fun to do both during and after writing.
Stress the importance of good mechanics by designating time for proofreading.
Give students proofreading practice outside of their own writing.
To summarize
…
Slide22Slide23Resources
“Voices of Practitioners.”
Voices of Practitioners | NAEYC
,
www.naeyc.org
/resources/pubs/
vop.
“Free high quality photos · Pexels.”
Free Stock Photos,
www.pexels.com
/.
Slide24All Actions Aren’t Active:
The purposeful use of the passive voice
Sean Ruday
NCTE 2017
Slide25Big questions
Why is the passive voice so vilified but also so widely used?
Is it just bad writing, or is there another reason?
Are the active and passive voices both important tools for effective writing?
Slide26AGENDA
Passive voice overview
Toolkit connection
Public apologies
Connections to literature and student writing
Interactive applicationsInstructional recommendationsStudent workExit question
Slide27Passive voice: Major key or nah?
Slide28The toolkit approach
Slide29This tool in action:
Public apologies
Slide30“mistakes were made”
Create a sentence in the passive voice containing “mistakes were made”
Slide31Ronald Reagan (1987)
“And certainly it was not wrong to try to secure freedom for our citizens held in barbaric captivity. But we did not achieve what we wished, and serious mistakes were made in trying to do so.”
Slide32Bill Clinton (1997)
“Mistakes were made here by people who either did it deliberately or inadvertently.”
Slide33David Cameron (2011)
“Yes of course mistakes were made and of course you know what happened at Guantanamo Bay, there were mistakes made.”
Slide34See for yourself!
https://www.youtube.com/watch?v=gjLOayFi5-w
Slide35Connections to literature and student writing
Slide36Published sentences in their original and opposite voices
Slide37Sentence in active voice
Changed to passive voice
Your analysis of the differences
A recent tornado damaged the town hall.
The town hall was damaged by a recent tornado.
The sentence in the active voice puts more emphasis on the tornado, while the sentence in the passive voice puts more emphasis on the town hall. If you wanted readers to pay more attention to the tornado, you would use the active voice. However, if you wanted readers to focus more on the fact that the town hall was recently damaged, you’d use the passive voice.
Slide38Related activity
Sentence in active voice
Changed to passive voice
Your analysis of the differences
Slide39Published sentence
Sentence’s voice
Changed to a new voice
Explanation
of differences
Slide401) Show students published examples of the active and passive voices
2) Discuss with students how each sentence would be different if it was written in the other voice
3) Ask students to work in groups to create sentences in the active voice, change them into the passive voice, and reflect on the differences between these sentences
4) Ask students to work independently to create paragraphs that use the active voice and then rewrite those paragraphs with the active voice sentences changed to passive
5) Have students reflect on why authors use the active and passive voices
Instructional Recommendations
Slide41Example of middle school student work
Slide42Example of middle school student work
Slide43“How do you use the active and passive voices outside of school?”
“I use both. I might say something like ‘The Redskins were defeated by the Giants,’ which is in the passive voice, or I might say ‘[The Redskins’ quarterback] threw a game winning-touchdown,’ which is in the active. It depends on what I want to emphasize.”
Slide44Two things to try…
If you hear a passive voice statement, ask yourself, “Who is the agent? Why did the speaker choose to deemphasize this agent?”
Try to turn that passive voice sentence into an active voice sentence and consider how those sentences are different.
Slide45Exit question
Why are both the active and passive voices important tools for effective writing?
Slide46Giveaways!!!
Slide47Your questions