ERIC Number: ED210681
Record Type: RIE
Publication Date: 1981-Oct
Reference Count: 0
Subject, Object, Privileged Position; Reader Response; Intentionality; Cognitive Theory . . . HELP!
Seesholtz, Melvin C.
Much of the work being done in composition concerns language--an increased awareness and desire to know what it is, how it works, and how people use it to create themselves and their world. The need to review and to teach the basics is obvious, but to present grammar, punctuation, and diction--the building blocks of language that must be understood if a sense of awareness and appreciation is to develop--in traditional ways is likely to be counter-productive. Students must first have a feel for their language and how its parts work and can be made to work before they can realistically be expected to compose essays in standard written English. The use of advertising is one approach to language awareness. Examples of language manipulation in advertising can show students how language can be used in the written form to communicate a greater range of intended meanings than is possible when one considers writing as simply a matter of "saying it in writing," literally. Approaching grammar and punctuation by examining what each unit "says," seems to prove more effective than examining where each unit is used, when trying to get students to see both the language's logic and the possibilities for expanded communication because of that logic. Using this approach allows students to begin to see how the nonverbal elements of communication can be approximated in the written form. (HOD)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Linguistic Awareness
Note: Paper presented at the Annual Meeting of the Pennsylvania Council of Teachers of English (25th, Harrisburg, PA, October 16-17, 1981). Last page may be marginally legible.