Well, all, it's been a great spring break, and I'm back in the trenches today with my very first post on the new online sociable/blog I've created with other friendly LIW experts. We're live at http://www.beyondlittlehouse.com/.
Sarah Sue Uthoff, Sandra Hume and Zoie/Rebecca Brammer join me in creating a space where all of us Laura-lovers can congregate and ask questions. We've even included a section for "Playing Laura."
Check us out!
Monday, March 16, 2009
Tuesday, March 3, 2009
To conjugate, or not to conjugate?
In the eighteen years I've been tutoring or teaching writing at the collegiate level, one theme recurs with disheartening frequency: students who have not taken a foreign language have never conjugated a verb. Period. And those who have taken a foreign language admit they've never conjugated a verb in English.
Frankly, I never had, either, as a high school student. But learning how to conjugate English verbs helps all writers see the parts of speech that become necessary to understanding singular and plural tenses; distinguishing between first, second and third person; and (drum roll) recognizing passive and active voice in their writing.
As an example, in many of my beginning writing classes (and some of my upper-level ones, when it's necessary) I walk students through the conjugation of the verb "to be."
First person, singular: I am. (What a definitive existential statement!)
Second person, singular: You are. (Again, a beautiful thing.)
Third person, singular: He/She/It is.
---
First person, plural: We are.
Second person, plural: We are.
Third person, plural: They are.
Students recognize immediately the meaning of the passive verbs they've been using. The true meaning of "is," "are," and "am"? "Exist"!
Teachers identify these verb usages also as "linking" verbs because they do aid in expression of larger concepts when combined with other verbs. Example: "Students are playing." However, "students play" says the same thing, with one fewer word, and more actively. Now we want to know something: "Students play" what? And the story can take off from there.
The other frequently used passive verb is "to have."
First person, singular: I have. (meaning "I own," or, in combination with the preposition "to", "I must.")
Second person, singular: You have.
Third person, singular: He/She/It has.
---
First person, plural: We have.
Second person, singular: You have.
Third person, singular: They have.
When students unpack the meaning of these verbs, they understand much more clearly the distinction between passivity and activity in writing. In addition, tenses and voice become more apparent.
For the average student writer who already possesses a good "ear" for writing, that's often enough to make their writing MUCH better.
So now, to end with what I tell my students is a "call to action": Start conjugating in English, teachers! It makes a difference.
Frankly, I never had, either, as a high school student. But learning how to conjugate English verbs helps all writers see the parts of speech that become necessary to understanding singular and plural tenses; distinguishing between first, second and third person; and (drum roll) recognizing passive and active voice in their writing.
As an example, in many of my beginning writing classes (and some of my upper-level ones, when it's necessary) I walk students through the conjugation of the verb "to be."
First person, singular: I am. (What a definitive existential statement!)
Second person, singular: You are. (Again, a beautiful thing.)
Third person, singular: He/She/It is.
---
First person, plural: We are.
Second person, plural: We are.
Third person, plural: They are.
Students recognize immediately the meaning of the passive verbs they've been using. The true meaning of "is," "are," and "am"? "Exist"!
Teachers identify these verb usages also as "linking" verbs because they do aid in expression of larger concepts when combined with other verbs. Example: "Students are playing." However, "students play" says the same thing, with one fewer word, and more actively. Now we want to know something: "Students play" what? And the story can take off from there.
The other frequently used passive verb is "to have."
First person, singular: I have. (meaning "I own," or, in combination with the preposition "to", "I must.")
Second person, singular: You have.
Third person, singular: He/She/It has.
---
First person, plural: We have.
Second person, singular: You have.
Third person, singular: They have.
When students unpack the meaning of these verbs, they understand much more clearly the distinction between passivity and activity in writing. In addition, tenses and voice become more apparent.
For the average student writer who already possesses a good "ear" for writing, that's often enough to make their writing MUCH better.
So now, to end with what I tell my students is a "call to action": Start conjugating in English, teachers! It makes a difference.
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