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Author Report No Available From DOCUMENT RESUME ED 274 985 CS 210 082 AUTHOR Strong, William TITLE Creative Approaches to Sentence Combining. INSTITUTION ERIC Clearinghouse on Reading and Communication Skills, Urbana, Ill.; National Council of Teachersof English, Urbana, Ill. SPONS AGENCY Office of Educational Research and Improvement(BD). Washington, DC. REPORT NO ISBN-0-8141-0883-0 PUB DATE 86 CONTRACT 400-86-0045 NOTE 94p.; TRIP: Theory & Research into Practice Series. AVAILABLE FROMNational Council of Teachers of English, 1111Kenyon Rd., Urbana, IL 61801 (Stock No. 08830, $5.25 member, $7.00 nonmember). PUB TYPE Information Analyses - ERIC Information Analysis Products (071) --AnaGuides - Classroom Use - Guides (For Teacher EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Elementary Education; Middle Schools; *Sentence Combining; *Teaching Methods; *Theory Practice Relationship; Writing Improvement; *Writing Research IDENTIFIERS 0 Hare (Frank) ABSTRACT Summarizing the wealth of recent researchon sentence combining as an effective method of teaching studentsto tighten and vary their written sentences, this booklet explains how and why sentence combining works. The first half of the booklet provides background information on sentence combining, exploringthe basis for the claim that sentence combining enhances sentence writingby drawing on built-in linguistic competence, and arguingfor a much broader definition of sentence combining. This section alsodiscusses seven instructional issues concerning the use of sentence combining, and lists ten assumptions thatseem to underlie the sentence combining approach. The second half of the booklet outlinesmany ways to use sentence combining in the writing class. This section first deals with cued sentence combining, of the kind popularizedby F. O'Hare, then shows how open exercises might be introducedand used in a middle school classroom. It also deals with such practical matters as orchestrating in-class projects, handling "mistakes," and creating various types of sentence combining. The focusthen shifts to a variation of pattern practice thatmay help special students, topics such as grammar, usage/mechanics, and sentenceeconomy. Finally the section moves into arenas more explicitly rhetorical--style, recombining, and generative exercises, tha problem ofcontext, and analytic activities of different kinds. (ETH) *********************************************************************** Reproductions supplied by EDRSare the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OF EDUCATION Office ot Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 111..pus document has been reproduced as received from tne person or organization originating It O Minor changes have been made to Improve reproduction duality. Points ot view or opinions stated in this docu- merit do not necessarily represent official OERI position or policy. Creative Approaches toSentence Combining William Strong m ERIC 4) CREATIVE APPROACHES TO SENTENCE COMBINING WILLIAM STRONG Utah State University ERIC]Clearinghouse on Reading and Communication Skills National Council of Teachers of English For Carol, whose words combine, entwine, with mine Acknowledgments: I would like to thank the following teachers and teacher educators for sharing with me their ideas and classroom experiences with SC: Patricia Camdal, Gerry Camp, Bonnie Leslie, Helen Lodge, Judy Mark line, Dave Nielsen, John Platt, Ted Rodgers, Jane Romjue, Gail Schade, and Vince Wixon. Their contributions are greatly appreciated. Grateful acknowledgment is made to Lester Faigley, Roger Cherry, David Joliffe, and Anna Skinner for permission to reprint the Classification Task from p. 180-81 of "Performative Assessment of Writing Skills." In Sentence Combining: A Rhetorical Perspective, edited by D. Daiker et al. (Carbondale, Ill.: Southern Illinois University Press). Copyright 6d: 1985 by Lester Faigley. Acknowledgment is also made to Random House, Inc. for permission to reprint the Value Judgment exercise from p. 4 of William Strong's Sentence Combining: A Composing Book, 2d ed. (New York: Random House). Copyright © 1983 by Random House, Inc. NCTE Editorial Board: Candy Carter, Lee Galda-Pellegrini, Donald R. Gallo, Delores Lipscomb, Thomas Newkirk, L. Jane Christensen, ex officio, Paul O'Dea, ex officio Staff Editor: Rona S. Smith Book Design: Tom Kovacs for TGK Design NCTE Stock Number 08830 Published 1986 by the ERIC Clearinghouse on Reading and Communication Skills and the National Council of Teachers of English, 1111 Kenyon Road, Urbana, Illinois 61801. CIERIThis publication was prepared with funding from the Office of Educanonal Research and Improvement, U.S. Department of Edu- OfficedEckcationd la:search and Impromert cation, under contract no. 400-86-0045. Contractors undertaking US Depannasid £dratom such projects undergovernment sponsorship are encouraged to express freely their judgment in professional and technical matters. Prior to publi- cation, the manuscript was submitted to the Editorial Board of the National Council of Teachers of English for critical review and determination of professional compe- tence. This publication has met such standards. Points of view or opinions, however, do not necessarily represent the official view or opinions of either the National Coun- cil of Teachers of English or the Office of Educational Research and Improvement. 4 CONTENTS List of Activities vii Foreword ix 1 Theory and Research 1 Introduction 1 The Background of Sentence Combining 3 Sentence Combining Defined 4 Later Research on Sentence Combining 6 1. Sentence Combining and Writing Quality 7 2.Sentence Combining and Syntactic Error 9 3.The Syntactic Fluency Hypothesis 10 4.Sentence-Combining Research in Perspective 12 The Great Debate over Sentence Combining 14 Seven Instructional Issues 17 1. Technique in Search of a Rationale 17 2. Sentence Combining versus Real Writing 17 3.Growth in Sentence-Making Skills 18 4. Sentence Combining and Rhetoric 19 5.Sentence Combining as Cognitive Nudging 19 6.A Psycholinguistically Valid Curriculum 20 7.The Future of Sentence Combining 21 A Summary of Ten Basic Assumptions 21 2 Practice 23 A Context for Sentence Combining 23 Answers to Twenty Questions 24 1. Introducing Cued (Signaled) SC 24 2. Introducing Open, Whole-Discourse SC 26 I.Structuring In-Class SC Practice 30 4. Handling "Wrong Answers" with SC 31 5.Creating Original SC Exercises 33 6.Creating SC from Student Texts 36 7.Using Content-Centered SC 38 8.Using SC as Pattern Practice 40 5 vi William Strang 9. Exploring Transformations with SC 42 10. Using SC to Teach Grammar 43 11. Using SC for Usage and Mechanics 47 12. Teaching Lean, Direct Writing with SC 50 13. Focusing on Style with SC 51 14. Enhancing Appreciation through Recombining 56 15. Using "Dewriting" and Imitation 60 16. Generating Ideas with SC 62 17. Creating Context for SC Exercises 64 18. Teaching Thinking with SC 65 19. Teaching Cohesion with SC 70 20.Selecting, Adapting, and Scheduling SC 74 Sentence Combining in Retrospect 76 References 79 ACTIVITIES 1. Chapter 7: The Fisherman 15 2. Indentation Cues 28 3. Value Judgment 29 4. Closure Cues 32 5. Journal Prompts 34 6. Our Lunchroom 35 7. Crisis Ahead? 37 8. Fact Sheet: Whales 41 9. Mix-and-Match SC 44 10. School Politician 46 11. SC Exercise with Problem Sentences 49 12. Rules for Stronger Sentences 52 13. The Tattoo Artist 54 14. The Skier 57 15. A Story about Friendship 66 16. A Story about Trickery 67 17. An Essay about Terrorism 68 18. After School 69 19. The Lunsford Assignment 72 20. Classification Task 73 7 FOREWORD The Educational Resources Information Center As withallfederal educational information (ERIC) is a national information system developed efforts, ERIC has as a primary goal bridging the by the U.S. Department of Education and spon- gap between educational theory and classroom sored by the Office of Educational Research and practice. One method of achieving that goal is the Improvement (OEM). ERIC provides ready access development by the ERIC Clearinghuuse on Read- to descriptions of exemplary programs, research ing and Communication Skills (ERIC/RCS) of a and development reports, and related information series of booklets designed to meet concrete edu- useful in developing effective educational pro- cational needs. Each booklet provides teachers with grams. a review of thebest educational theory and Through its network of specialized centers or research on a limited topic, followed by descriptions clearinghouses, each of which is responsible for a of classroom activities that will assist teachers in particular educational area, ERIC acquires, evalu- putting that theory into practice. ates, abstracts, and indexes current information and The idea is not unique. Several educational jour- lists that information in its reference publications. nals and many commercial textbooks offer similar The ERIC system has already made available aids. The ERIC/RCS booklets are, however, note- through the ERIC Document Reproduction Ser- worthy in their sharp focus on educational needs vicea considerable body of data, including all fed- and their pairing of sound academic theory with erally funded research reports since 1956. However, tested classroom practice. And they have been de- if the findings of educational research are to be veloped in response to the increasing number of used by teachers, much of the data must be trans- requests from teachers to provide
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