Writing with Basals: A Sentence Combining Approach to Comprehension.

Reutzel, D. Ray; Merrill, Jimmie D.

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Record Details - ED263612

Title: Writing with Basals: A Sentence Combining Approach to Comprehension.

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Title:	Writing with Basals: A Sentence Combining Approach to Comprehension.
Authors:	Reutzel, D. Ray; Merrill, Jimmie D.
Descriptors:	Basal Reading; Conjunctions; Elementary Education; Instructional Materials; Reading Materials; Sentence Combining; Sentence Structure; Teaching Methods; Writing Exercises; Writing Instruction
Source:	N/A
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Publisher:	N/A
Publication Date:	1985-05-00
Pages:	13
Pub Types:	Guides - Classroom - Teacher; Speeches/Meeting Papers
Abstract:	Sentence combining techniques can be used with basal readers to help students develop writing skills. The first technique is addition, characterized by using the connecting word "and" to join two or more base sentences together. The second technique is called "embedding," and is characterized by putting parts of two or more base sentences together without the use of "and." The third technique is "coordination," which joins two equally important base sentences together using one of four grammatical elements: coordinating conjunctions, a semicolon, a semicolon with a conjunctive adverb, or a correlative conjunction. The final technique, "subordination," involves combining two or more base sentences to emphasize a dependence of one upon the other, by using a subordinating conjunction, relative connectors, or prepositions. There are five signaling devices that can be used to direct students' attention to key points in the text where sentence combining can occur: arrows, umbrella signals, margin signals, footnote signals, and boxes. (Examples of the four techniques are included in the paper, and the appendixes contain lists of coordinating and correlative conjunctions, as well as conjunctive adverbs, and examples of basal story excerpts using the signaling devices and the sentence combining techniques.) (HTH)
Abstractor:	N/A
Reference Count:	0

Note:	Paper presented at the Annual Meeting of the International Reading Association (30th, New Orleans, LA, May 5-9, 1985).
Identifiers:	N/A
Record Type:	Non-Journal
Level:	1 - Available on microfiche
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	Practitioners; Teachers
Languages:	English
Education Level:	Elementary Education

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