Stepping Stones: A Guided Approach to Writing Sentences and Paragraphs

749 Pages·2008·8.14 MB·English

by  Chris Juzwiak

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S H A H E D D A V O U D I P O U R’S
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Stepping
Stones
A Guided Approach to Writing
Sentences and Paragraphs
For Bedford/St. Martin’s
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Copyright © 2009 by Bedford/St. Martin’s
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ISBN-10: 0–312–46657–9 ISBN-13: 978–0–312–46657–2 (Student Edition)
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Acknowledgments
Sarah Adams. “Be Cool to the Pizza Dude.” Copyright © 2005 by Sarah Adams. From the book This I Believe,
edited by Jay Allison and Dan Gediman. Copyright © 2005 by Sarah Adams. Copyright © 2006 by This
I Believe, Inc. Reprinted by arrangement with Henry Holt and Company, LLC.
Angela Adkins. “Dr. Dana.” Originally appeared in the University of Akron Wayne College’s Student Writing
Awards publication. Used with permission.
Sherman Alexie. “The Joy of Reading and Writing: Superman and Me.” Originally published in The Most
Wonderful Books, edited by Michael Doris and Emilie Buchwald, Milkweed Editions, 1997. Copyright
© 1997 by Sherman Alexie. Reprinted by permission of Nancy Stauffer Associates.
Lynda Barry. “The Sanctuary of School.” From the New York Times Education Section, January 5, 1992, issue,
p. 58. Copyright © 1992 the New York Times. Reprinted by permission. All rights reserved. Used by permission
and protected by the Copyright Laws of the United States. The printing, copying, redistribution, or
retransmission of the Material without express written permission is prohibited.
Acknowledgments and copyrights are continued at the back of the book on page K-25, which constitutes an
extension of the copyright page. It is a violation of the law to reproduce these selections by any means whatsoever
without the written permission of the copyright holder.
Stepping
Stones
A Guided Approach to Writing
Sentences and Paragraphs
Chris Juzwiak
Glendale Community College
Bedford/St. Martin’s
Boston ◆ New York
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Preface for Instructors
If your teaching experiences are like mine, many of the students entering your
classroom have encountered repeated failure in the past. As children or young
adults, they may have had negative experiences learning writing and grammar,
considering these pursuits boring or confusing. They may even enter your course
expecting to fail. Their prospects for success are not improved by textbooks that
assume that students can make great strides in their writing skills based on mini-
mal examples and activities. For example, how many students can truly learn to
generate good ideas based on a few examples of clustering, listing, and freewrit-
ing and a few activities? And will they really be able to organize their ideas effec-
tively based on only one or two examples of outlining? Often, when students are
asked to make big leaps from their current skill levels to the skill levels required
for college success, they become frustrated — and many of them give up.
Stepping Stones addresses these challenges head-on. The book is based on
the premise that if students are taken through a thorough and seamless sequence
of engaging instruction and activities, they will master writing and grammar
skills with enthusiasm. More advanced students will proceed quickly through the
activities, gaining confi dence, while less skilled students will get all the “stepping
stones” they need to reach mastery. All along, students learn by doing, not by
being told how to write. Also, I have designed the tasks and practices to grow
incrementally more challenging to build skills and confi dence gradually while
leaving no student behind.
BACKGROUND ON THE PEDAGOGY
The pedagogical innovations in this text refl ect my ten years of experience teach-
ing basic writing; my personal drive to provide engaging, effective materials for
students; and, more recently, sponsored research into how students write and
learn. Over my years of teaching, I became dissatisfi ed with the available text-
books, fi nding that they either presented material in a manner that did not in-
terest students or oversimplifi ed instruction, making it diffi cult for students to
truly learn writing and grammar concepts and transfer them to their own writing.
Therefore, I spent nights and weekends writing my own writing and grammar
materials, developing carefully sequenced instruction and exercises. The response
from my students was immediate and enthusiastic. When I sought to avoid boredom
and confusion with clear, inventive, and fun materials, I saw a transformation in
students’ attitude and behavior: They became readily self-motivated, demanding
more high-quality, high-interest learning activities and tools.
v
vi Preface for Instructors
More recently, I directed a three-year Carnegie Foundation SPECC
grant (Strengthening Pre-Collegiate Education in Community Colleges)
in which my colleagues and I were able to test more thoroughly the ma-
terials that I developed and to study students’ writing and learning pro-
cesses. We spent countless hours observing students as they wrote and
completed exercises, and we studied hours of videotape of students’ work
at computer monitors, noting how they started and stopped composi-
tions; cut, added, and moved text; and generally worked through their
individual composing processes. We also interviewed students in detail
about their writing processes and responses to various learning materials.
Like my own students, the students in the study responded enthusiasti-
cally to the instruction and exercises that I had developed, and their skills
improved markedly. Through this research, my colleagues and I became
convinced that developmental learners fl ourish when their critical think-
ing and imagination are challenged with fresh, precisely honed sequences
of instruction and activities.
The positive responses to the materials that I developed prompted
me to write Stepping Stones. As I worked on the book, I further refi ned
the instruction and exercises, benefi ting all along from the insights of
an expert team of reviewers from around the country. With this text in
hand — in your hands and the hands of your students — we trust that
your classroom will come alive with unparalleled intellectual energy and
excitement.
Stepping Stones recognizes that all students have the potential to
become better writers and just need the right tools to succeed.
FEATURES
Helps Students Tap Rich Sources of Ideas —
and Then Organize Those Ideas
Recognizing that two of the most serious challenges that developmental
writers face are, fi rst, generating solid ideas and, second, organizing those
ideas, I wanted Stepping Stones to give more help with these tasks than
any other text of its kind.
Detective: At the Scene of the Crime After getting advice on analyzing
Sometimes, you may be asked to write about an important event or place in your and responding to writing assignments,
life. Suppose that you have selected for your topic my high school graduation.
students learn fun, innovative ways of
Now, imagine that you are a detective: you must recreate the scene. Close
your eyes, drift back in time, and walk through your entire high school graduation. generating ideas for a topic (such as play-
Look carefully at everybody and everything. You are searching for clues about what
made the graduation an important event. Once you have allowed your imagination ing the roles of a detective, an investiga-
to recreate the event, you can begin to respond to the five Ws:
tive reporter, and so on), with scores of
Who? Name all the people involved in the graduation.
examples and activities.
Where? Describe all the details of the place of the graduation.
Next, an extensive, dedicated
When? Describe the date, time of day, season, or period of the graduation.
What? Describe every important thing that happened during the graduation. chapter gives students unusually thor-
Why? Give reasons why things happened or why people might have acted
ough guidance in organizing their ideas.
as they did.
For example, in preparation for in-depth
instruction in outlining, students fi rst
Preface for Instructors vii
practice ordering single-word items, then
Chapter 6 phrases, and then sentences.
Developing Details A separate chapter provides fun and in-
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167
Uses an Innovative and Proven System to Give
KEY TO
Students a Deep Mastery of Sentence Patterns BUILDING BLOCKS
FOUNDATION WORDS
This system combines visual explanations, consistent labels,
NOUNS
extensive and carefully sequenced practices, and inventive ac-
VERBS
tivities. In an introductory grammar chapter, students fi rst learn
DESCRIPTIVE WORDS
the building blocks of sentences and their functions. These
ADJECTIVES
building blocks are color-coded within examples throughout
ADVERBS
the grammar chapters, showing how these words work together
CONNECTING WORDS
and imprinting the patterns of effective sentences (noun + verb;
PREPOSITIONS
noun + verb + comma + conjunction + noun + verb; etc.).
CONJUNCTIONS
With each successive chapter, students see how to use these
building blocks to construct progressively longer and more
complicated sentences.
Let’s look at one chapter (Chapter 11: The Simple Sentence). Students fi rst
get a preview of the sentence patterns they will be asked to create.
Both of these are simple sentences. You’ll find out why in this chapter.
NOUN + VERB + . = Studentsstudy.
PREPOSITIONAL PHRASE + , + ADJECTIVE + NOUN + VERB + ADVERB + .
=Before exams,goodstudentsstudycarefully.
Then, they see how to create progressively longer sentences and recognize im-
portant elements in them. At every stage, abundant practices grow incrementally
more challenging.
The process of building each sentence type is broken down into the smallest
possible steps — with plenty of examples and practice — to build competency in
all learners, including ESL and Generation 1.5 students.
At the end of most grammar chapters, students learn how to solve problems
in the sentence type at hand.