Unit II: Prepping for Argument
IN THIS LESSON
Agenda
Definition paragraph workshop
Begin reading Frazier together and pick out sentences to analyze together in class
Grammar: practice with sentence formulas
Material Logic 6 start going over
Homework
Quill
Definition paragraph
Notes
Grammar::
I speed-review all the way through POS and fundamental sentences, compound and complex, etc, showing examples and having them write a few and share. I also sometimes have them write and then go around to each desk and check sentences—this is a very good way to see who is actually getting things.
Doing a “formula” review means that I put a syntax formula on the board and they write their own sentences to match this formula; I then go round and check on each student, answering questions. Here’s an example of a formula:
PN+TA+appositive phrase+subordinate clause
This means: two simple sentences (predicate nominative and a transitive action), and somewhere an appositive phrase; also, one of the simple sentences needs a subordinate clause attached to it, so we have a compund/complex sentence.
I then remind them that all of grammar is basically about the fundamental sentences being combined or specified…we then move into specification very simply by writing types of simple sentences with adjectives and adverbs as single words, then simple prepositional phrases as adjectives and adverbs.
At this point, I re-teach the difference between phrases and clauses, and have them do a few participial phrases.
At this point, I can teach the cumulative sentence: A simple, fundamental sentence that gets completed quickly at the beginning or sometimes the end, with a list of unbound modifiers (usually participial phrases) in parallel structure, or appositive phrases. Parallel structure is very important to make these sentences work.
I usually do the “body in the boot” sentence:
He drove carefully, his hands gripping the steering wheel, his eyes hidden behind sunglasses, his hair tossed in the wind, the veins in his face visible in the glistening light, the gun on the passenger seat, the body in the trunk.
Or the skiing one, which matches the act of skiing:
The points of his skis dipped, the snow rushing to meet them, fine powder obscuring him from sight, poles glinting black in the turning, like long insect’s legs in flight….etc…Keep going!
We then talk about why writers might use these—to mirror content, to create a complex picture, with lots of specification without the complexity of a compound/complex sentence structure.
Possible segue from grammar to Material Logic:
Material Logic Lesson 6 is focused on the categories as they help create more comprehension around terms. This is essential for good paradigmatic (content) sentences. If the terms used are not the best, most precise for the purpose, or are not categorized as exactly as possible (greater comprehension), then the reader will feel lost in vague, over-extended (generalized) language. This is a particular problem I see with students this age (14-18 years old). They don’t understand the essential job of good terms. Of course, this is related to both how one uses single, precise terms or modifying terms, phrases, or clauses (adjectives adverbs in particular) to create appropriate, greater comprehension for the purpose at hand.
I also remind or teach them about the idea that even a simple sentence has terms that themselves hold a number of propositions, from the term itself or from the surrounding context. For example, “I am angry.” The “I” indicates a self-aware being, a being that exists, and from any context, “I” may mean any number of things that have further propositions: If “I” means “mother” from the context, this will change the propositions under “angry.” Of course, “angry” also has any number of propositions. As Dr. Landon from the University of Iowa says, style is a result of how we order or choose those propositions. Do we bring up more of the propositions and create more comprehension, or do we leave things “under the surface”? Do we change the order (syntax) of the propositions?
I, your mother, am angry.
Some ways I teach this or help students practice:
“Mystery objects” ( bring in an object they will not recognize, getting them to use more specific and more abstract terms, using accidents to make more specific, etc–basically, it is like twenty questions, and they can see clearly that defining is most often a matter of categorizing (genus/species).
Syntax and paradigm graph--introducing universal/abstract versus concrete/particular diction; “propositions under terms” that can be unpacked; syntax choices (ordering of propositions to reflect logical relationships
Reading and discussing Dr. Brooks’ quote on style and propositions
Examples: Combining kernel sentences and bringing up propositions under terms
Discussion of concept vs term
Teacher modeling “bringing up propositions” to make sentence more concrete (paradigm shift/choice); arranging sentence for a certain effect and analysis of syntax (simple or complex)? (corpse in the trunk sentence)
Workshop on Frazier: At this point, I will have been going through sentences with individuals and small groups (those who chose the same sentence). I help them find the base clause(s) and what kind they are (being, linking, action—and what kind of action). I try to get them to see the basic structure (one sentence, either simple or highly specified with modifiers; compound sentences; complex; compound/complex).
I diagram the sentence structure, and often they can see visually how the structure is supporting or echoing the content (short staccato, identical for matter-of-fact and then sometimes a twist–change of direction, or long-drawn out modifiers into modifying clauses to mirror the growth and luxury of nature or a train ride). We talk about the diction a bit, and then I ask if they can see the relationship between the purpose and effect of this sentence and the topic of the section it is in, and the overall purpose. Usually they can articulate this by this point in the conference. I then ask, “Can you write about this, a bit the way I did?” (They have a paragraph of mine—below).
Work now on the analysis paragraph of the sentence or sentence-cluster/series you chose. Some students may need to see you for help with the grammar and "syntax" message. They’ll follow the general order of my sample paragraph:
1. transition from first paragraph with context
2. introduction of the sentence (quote)
3. description of syntax and diction and how the syntax echoes or supports the meaning, and any part the word choices play in the overall meaning
4. connection to the overall meaning/purpose of the essay as you understood it
Here is my sample. To some of you, this might be daunting (a bit scary); however, I'm asking for your best shot, for your own ideas—and we're workshopping this, so there's help available.
Right in the centre of the essay, just after Frazier focuses on diversity as a ubiquitous reality in Brooklyn, he makes an essential argument relating to the overall purpose of the essay, through both the form and content of a series of three sentences: "People in my neighbourhood are mostly white, and middle-class or above. People in neighbourhoods nearby are mostly non-white, and middle-class or below. Everybody uses Prospect Park" (Frazier 157). The diction used is straight-forward, blunt, and almost dry, statistical, separating people into racial groups and economic classes, reflecting the generalities present in prejudice. Similarly, the first two sentences are robotically the same, linking-verb syntax, each defining by categorization, the same terms in the same syntactical roles. However, the third sentence, "Everybody uses Prospect Park" (157), changes direction—a transitive action sentence, it draws "everybody" out to a common ground, both literally and figuratively. This movement from dry, impersonal genus-and-species definition to commonality and community supports and matches Frazier's overall point: Even a large, impersonal city can become a home when people come forward and create community within it.
form=syntax=grammar=sentence structure
content=overall meaning, and diction (word choice)