Warriner's English Grammar and Composition Teacher's Manual Complete Course. PDF
Preview Warriner's English Grammar and Composition Teacher's Manual Complete Course.
TEACHER'S MANUAL with Answer Keys COMPLETE COURSE Warriner's English Grammar and Composition r GayyuII^ ^n-cA,^u^ TEACHER'S MANUAL COMPLETE COURSE Warriner's English Grammar and Composition HERITAGE EDITION w TEACHER'S MANUAL with Answer Keys COMPLETE COURSE English Grammar and Composition HERITAGE EDITION John E. Warriner Francis Griffith HARCOURT BRACE JOVANOVICH New York Chicago San Francisco Atlanta Dallas and London We do not include a teacher's manual automatically with each ship- ment of a classroom set of textbooks. We prefer to send a teacher's manual only when it is part of a purchase order or when it is requested by the teacher or administrator concerned or by one of our representa- tives. A teacher's manual can be easily mislaid when it arrives as part of a shipment delivered to a school stockroom, and, since it contains answer materials, we would like to be sure it is sent directly to the person who will use it, or to someone concerned with the use or selec- tion of textbooks. If your class assignment changes and you no longer are using or examining this Teacher's Manual, you may wish to pass it on to a teacher who may have use for it. John E. Warriner taught English for thirty-two years in junior and senior high schools and in college. He is chief author of the English Grammar and Composition series, coauthor of the English Workshop series, and general editor of the Composition: Models and Exercises series. His coauthors are all active in .English education. COPYRIGHT © 1977 BY HARCOURT BRACE JOVANOVICH, INC. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Material from earlier editions: copyright © 1973, 1969, 1965, 1961 by Harcourt Brace Jovanovich, Inc. All rights reserved. printed in the united states of america isbn 0-15-311917-9 Contents Introduction vii Section I Suggested Course of Study Section II The Teaching of Composition 9 General Principles and Techniques 1 1 Motivation and Class Procedure 17 The Use of Models 30 Evaluation 3 1 A Sequence of Composition Assignments 37 Section III Suggested Teaching Procedures 49 Part One: Grammar 51 Part Two: Usage 65 Part Three: Composition: Sentence Structure 86 Part Four: Composition 104 Part Five: Mechanics 130 Part Six: Aids to Good English 137 Part Seven: College Entrance and Other Examinations 149 Section IV Model Lesson Plans 153 Answer Keys 173 Answer Key to Warriner's English Grammar and Composition, Complete Course 175 Answer Key to Teaching Tests, Complete Course 240 Tab Key Index 257 INTRODUCTION A basic text The English Grammar and Composition series consists of six books for use as basic texts in grades 7 to 12. Despite the proliferation of teaching materials in English in recent years and the increasing use of media other than the textbook, the basic text continues to hold its position as the center of the instructional program in most English classes. No teacher would wish to return to the days when students were supplied with only one book from which to acquire competence in the use of English. To do so would be to ignore the rich store of supplementary teaching aids made available in the last twenty years. Specialized texts designed to teach such subjects as language history, linguistics, creative writing, journalistic writing, and the appreciation and development of style enrich the English course. Materials adapted for particular groups are im- portant additions to the modern teacher's resources. Films and filmstrips, records, and tapes provide a desirable variety of presentation. All these diverse materials and media, however, serve to emphasize the need for a single, coordinated, basic language text as an indispensable base of opera- tions in any program. Content In content and organization the English Grammar and Composition series reflects the authors' belief that the primary function of an English textbook is to provide the subject matter of English in a clear and flexible arrangement. Each book contains separate sections on the following study areas: grammar, usage, sentence structure, composition, library and refer- ence tools, and mechanics. Also, a vocabulary program and a spelling program run throughout the series. Each section, as well as each chapter within a section, is an independent unit, a fact which enables the teacher to use the books with any course of study and in any sequence. Books in the series have been carefully graded to meet the language needs of students at each level. For example, the number of chapters de- voted to the construction of clear and smooth sentences increases from two in First Course to ten in Complete Course. In First Course, instruction in grammar is limited to simple and compound sentences. Second Course in- troduces adjective and adverb clauses and one of the verbals—the partici- ple. Third Course adds the noun clause and the other verbals. Refinements in usage are added each year as the student becomes able to understand them and employ them in speaking and writing. Work in vii viii INTRODUCTION expository writing moves from simple explanations and reports in the early books to the formal research paper and the logical presentation of argu- ment in the later ones. In all areas, each book reviews what students have studied in the preceding years and carries on the teaching in greater depth. Presentation Subject matter is the province of the textbook; method, however, is the province of teachers. The texts are intended to aid teachers; they do not usurp their proper role in motivation and method. A textbook which can be taught by only one method and in only one sequence may easily get in the way of teachers who prefer their own approaches or who wish to follow a local course of study. Although the presentation of material in the texts is straightforward and deductive, the material can, and in many instances should, be taught induc- tively, the teacher leading the class through specific examples to the formu- lation of the principle underlying them. Then, in the text, the class will find the principle fully explained and followed by practice exercises. The "Model Lesson Plans" near the end of this Manual, as well as the page- by-page discussions in the "Suggested Teaching Procedures" section of the Manual, show specifically how to employ the inductive method. (Note, however, that for review, which is a basic process in each year of English, the deductive method is usually more efficient than the inductive, and for advanced classes it is often as effective and far less time consuming even for the presentation of new skills.) Everything taught in the English Grammar and Composition series has a practical application to speaking and writing. Although addressed infor- mally to the student, the instruction is concise and businesslike. It does not strain to be entertaining, nor does it rely on decorative art and discursive one-way chats with the student to make English study palatable. The sub- ject matter of English is English. The authors are convinced that it cannot be taught successfully by means of digressions and excursions into other fields. The wide acceptance of the previous editions reinforced the authors' belief that both students and teachers appreciate this serious, straightfor- ward presentation. A reference handbook For most students, especially those in the upper grades, a basic English textbook serves another useful function—that of a reference book. In order to increase their effectiveness as reference tools, the English Grammar and Composition books follow the handbook format. The organization by subject-matter areas, the use of color for important definitions and rules, the tab key index, and the omission of extraneous materials help students to find with ease answers to their questions about English. This easy refer- INTRODUCTION ix ence feature of the books is especially appropriate in today's classrooms, where students are encouraged to work independently, to do more study- ing on their own. In such matter-of-fact areas as usage, punctuation, capitalization, manuscript form, letter writing, and sentence structure, any student can find the answer to a specific problem by referring to the text, where all rules are clearly stated and typographically highlighted. Composition English teachers are keenly aware of the importance to their students of achieving competence in writing. The written word affords no hiding place for the unskilled, no means of coverup. Incompetence is obvious, often glaring. Inability to express ideas adequately in writing handicaps the stu- dent in all kinds of work. For this reason the major emphasis in all books in the English Grammar and Composition series is on written composition, with expository writing receiving the most attention. In one sense, the ability to write well is acquired through the mastery of a great many individual skills, and textbook exercises provide practice in employing them. Through the teacher's guidance and insistence, students learn to carry over into all their writing the skills they have learned from their textbook. In another sense, the ability to write well requires, among other things, accurate observation, a stimulated imagination, strong interest in words, and an awareness of logical thinking and clear organization. These are the intangibles of the writing art. To a degree they are teachable. Each book in the series deals with them. For the most part, however, they are acquired through broad personal experience and through the analysis and emulation of models of good writing. The Composition: Models and Exercises series Since space for models is necessarily limited in a general English textbook, a companion series of texts, Composition: Models and Exer- cises, has been prepared to reinforce the teaching in English Grammar and Composition. Composition: Models and Exercises consists of five books paralleling First Course through Fifth Course. Advanced Composition: A Book of Models for Writing is recommended for use with Complete Course. Grammar The English Grammar and Composition series teaches grammar for two main reasons—to provide a basis for instruction in usage and to facilitate the teaching of writing. While it cannot be demonstrated that ignorance of grammar ever prevented students from writing well, it is obvious that such x INTRODUCTION ignorance can prevent them from profiting from the teacher's instruction and corrections. The experienced teacher knows that teaching composition is a difficult job at best; without a vocabulary for discussing sentence struc- ture, it is next to impossible. Similarly, the teaching of grammar will not in itself necessarily change usage habits, but it does make possible the effi- cient teaching of such broad concepts as agreement, pronoun reference, and proper placement of modifiers. For both of these purposes—the teaching of writing and the teaching of usage—the authors believe traditional grammar to be particularly well suited. Its vocabulary is already partly familiar to most students, even in the earlier grades; its essential concepts can be taught in a fairly short time; and its common sense statements, though sometimes unscientific, have a direct and obvious bearing on matters of usage and composition. By ad- vocating the use of traditional grammar in teaching usage and composition, however, the authors are not suggesting that other linguistic approaches be ignored. Teaching Tests A complete testing program accompanies the English Grammar and Composition series. The test booklets, Teaching Tests, are available from the publisher at a small cost. Printed tests are usually more highly re- spected than mimeographed tests prepared by the teacher, and they relieve the teacher of a vast amount of work in preparing and duplicating tests for class use. Teacher's Manuals A Teacher's Manual such as this one is available for each book in the English Grammar and Composition series. The manuals contain a suggested course of study, a section on the teaching of composition, specific suggestions for teaching each chapter, model lesson plans, and answer keys for exercises in the text and for the tests in the Teaching Tests booklet. SECTION I Suggested Course of Study English Grammar and Composition: Complete Course is a flexible textbook; with a few necessary exceptions, any chapter may be taught at any time during the school year, independent of the chapters which pre- cede or follow it. The book, therefore, may be used with any course of study, taught in any sequence. Schools with their own courses of study will have no need for the one suggested here. Teachers who do not have a prescribed course to follow may find the one given here helpful in planning the year's work. In allotting the various chapters to specific quarters of the school year, the authors have been guided by the considerations which are discussed in the explanatory notes that follow the course outline. Admittedly, there is more in the book than any one class could cover in a single year. Teachers will select those chapters or parts of chapters they wish to teach. All chap- ters, nevertheless, have been included in the outline for the suggested course of study. The first and second quarters are fuller than the third and fourth. This crowding of the first semester is natural in any subject that contains as much work on skills as does English. Skills should be taught early so that students will have ample time to practice them during the rest of the year. The skills the authors consider the most important are placed in the first and second quarters. From the time you teach a skill, hold your students responsible for it in all their writing. The natural result of placing these skill chapters early in the year is that the fourth quarter seems very spare. By this time, most of the teaching of skills has been done, and the last part of the year, in many ways the most indispensable part, should be devoted to much writing in which the stu- dents are expected to display all the skills they have studied. The authors assume that in most senior English classes one half of the work will be devoted to composition and speech, the other half to literature study. Since any senior course covers in review those things which were taught in earlier years, many chapters may not be necessary in classes that learned the subject matter in preceding grades. In the course outline such chapters are labeled Review as needed. These chapters may be covered rapidly in an individual "diagnosis-study-test" kind of procedure; or cer- tain parts of the chapters which you know your students need to review may be assigned and given classroom treatment; or the chapters may be left entirely for individual students to refer to on their own as the need arises.
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