Transcript SPAG (Spelling, Punctuation and Grammar):

Punctuation and Grammar:
some of the basics and other
key points which can impact
positively on the effect of our
children’s writing
The basic word types
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Noun: object/thing/place/name
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Common Noun – the object/thing/place
Verb: doing or being word
Adverb: describes how the verb is being done (mostly, but not always,
ends in –ly)
Adjective: describes a noun
Pronoun: replaces a noun (I, me, he, she, him, her, they, we, us, it, etc)
Connective/conjunction: links together two clauses (parts
of/information in) in a sentence
Article: preceeds a noun
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Proper Noun – specific names
Definite Article: the
Indefinite Article: a, an
Preposition: convey the following relationships: agency (by); comparison
(like, as . . . as); direction (to, toward, through); place (at, by, on);
possession (of); purpose (for); source (from, out of); and time (at,
before, on)
Clause types
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A ‘clause’ is merely a piece of
information within a sentence.
The dog sat on the mat, feeling very
tired.
The dog sat on the mat because he was
feeling tired.
Main (independent) clause:
makes sense on its own and
contains a verb.
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The dog sat on the mat, feeling very
tired.
Feeling very tired, the dog sat on the
mat.
Subordinate (dependent) clause:
doesn’t makes sense on its own and
relies on the main clause to make
sense.
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The clause underlined below is a subordinate
clause but also an adverbial clause (gives us
more information on what is being done).
The dog slumped down on the mat, feeling
very tired.
Feeling very tired, the dog slumped down on
the mat.
Embedded (sandwich) clause: embedded clauses are put
into a sentence to add additional detail for the reader.
They are, more often than not, subordinate and do not
make sense by themselves. Embedded clauses can be
separated by commas, brackets or dashes.
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The dog, who was tired and hungry, sat on the mat.
The dog (who was tired and hungry) sat on the mat.
The dog - who was tired and hungry - sat on the mat.
Here, ‘who was’ is not necessarily needed as we know that the
dog is a ‘who’.
The dog, tired, hungry and longing for his
dinner, sat on the mat.
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The rule for an embedded (sandwich)
clause is that if you take out the
sandwich filling, the sentence still
makes sense...
The dog sat on the mat.
Sentence types
Simple sentence: one clause
with a verb and a noun
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A simple sentence has no commas
(unless for a list).
The dog sat on the mat.
Sentence Types: Simple
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A simple sentence usually has a noun and
a verb but consists of only one clause
(piece of information) and does not have
any punctuation or connective word to link
to another piece of information.
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The dog sat on the mat.
Compound sentence: two clauses linked by a
connective or a comma (if there is a
connective starting the sentence) or
sometimes a semi-colon
 Both of the clauses make sense on their
own – he was tired and the dog sat on
the mat both make sense alone.
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The dog sat on the mat because he was
tired.
Because he was tired, the dog sat on
the mat.
Sentence Types: Compound
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A compound sentence has two
independent (main) clauses (parts of a
sentence that make sense by themselves)
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The dog sat on the mat and he was very
happy.
Complex sentence: consists of a main
(independent) clause and a subordinate
(dependent) clause (which does not make
sense by itself)
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The dog sat on the mat, feeling very
tired.
Sentence Types: Complex
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A complex sentence has more than one clause
but has an independent clause (which makes
sense by itself) and a dependent clause (which
needs another part to the sentence for it to make
sense).
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The dog sat on the mat, angry and frustrated
that he couldn’t eat the bone.
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Whilst sitting on the mat, the dog became angry
and frustrated that he couldn’t eat the bone.
WHEN TEACHING OUR PUPILS,
WE WANT TO ENCOURAGE USE
OF SUBORDINATE CLAUSES IN
PLACE OF ALWAYS USING
CONNECTIVES TO HELP MIX
TONE AND SENTENCE
STRUCTURE. HIGHER LEVEL
PUNCTUATION CAN HELP
TOO...
Higher level P-code
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We can use higher level punctuation to
add an extra clause of detail for the
reader without having to use another
comma or connective if we have already
used them in the sentence (using too
many commas and connectives can lead
to too many lengthy sentences which
can obstruct a reader’s understanding).
Ellipses (...)
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can be used to add a pause for effect –
perhaps a hook for the reader to create
suspense or maybe to encourage the
reader to stop, reflect or empathise
with a character.
He stared vacantly into the vast desert and
just then, he thought he saw something.
No...it surely couldn’t be...could it?
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Here the ellipse is used for the reader
to pause for a reason – the pause here
is a moment where the character is
trying to see that ‘something’ and it
enables the reader to reflect on what it
might be.
Semi-colons (;)
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are used to add an extra clause when a
connective or comma is not appropriate,
perhaps due to an already extended
sentence where they are already used
to separate clauses.
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The dog sat on the mat and licked his lips,
wondering what he would have for dinner
tonight; he really hoped that it wouldn’t be
left over chilli again!
The general rule with semi-colons is that the
information that comes after it, adds detail
for the clause that was before it. However,
the part after a semi-colon MUST MAKE
SENSE BY ITSELF!
Dashes (-)
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are used in a similar way to semi-colons
but can also be used instead of commas
for embedded clauses (see above)
Sentence Openers
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Starting sentences in the same way leads to a
boring tone for the reader, regardless of the
plot. We want to encourage our young writers
to start sentences in different ways and
restructure them. Usually, the way we start a
sentence will have a big impact on how the
reader understands a piece of writing and
emphasises information differently.
We can begin sentences with: connectives,
verbs, adverbs, or adjectives as well as the
usual.
Connective opener
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Because he was tired, the dog sat
wearily on the mat.
Verb opener
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Sitting wearily on the mat, the dog was
very tired.
(Here the reader will note most
importantly that whatever is sitting, is
doing so wearily)
Adverb opener
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Wearily, the tired dog sat on the mat.
(Here, the weariness is highlighted even
more as it is alone – the reader will be
encouraged to empathise with this
because of its place in the sentence and
the pause (comma) after it)
Adjective opener
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Tired and weary, the dog sat on the
mat.
(Here, the description of the dog is
most prominent and leads the reader
again to empathise with the tired dog)
Clearly, if we alter the structure
of our sentences, it can slightly
alter the meaning and we want our
children to understand the reasons
for why we structure sentences in
different ways rather than just
saying that it is a good thing to do!
They need to know for what
purpose we are doing it!
Mix sentence lengths
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If all sentences are the same length, unless
done for effect, the tone of the text will be
boring. When a piece of writing has simple,
compound and complex sentences within it,
the pace of the text changes. We want our
pupils to know that this should be done for a
purpose, more often than not to enable the
reader to empathise with us, the writers.
Sometimes, we might have lots of simple
sentences together but it might be for a
particular effect...
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Then he saw it! He ran. He jumped. He
crouched. He hid, hoping and praying
that the beast wouldn’t smell his scent.
(Here, we begin with four very short sentences to give the effect that
things are happening very quickly and it only extends and slows down
when he is hidden and then reflecting and hoping.)
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The following is a piece of writing was
done by a year 5 pupil. The main focus
was mixing sentence lengths for effect
and to enable the reader to empathise
with the character who was a refugee in
Africa...
Solemn. Lonely. My area has been attacked by
rebels. I need food or water soon; I need the
refugee camp. I stop. I turn. Then I see it...a
river!
I run over to it as fast as I can,
determined to feel its wetness on my lips.
Broken, I look down. It was a mirage. I sit
melancholy and I am lonelier than ever.
Here, the short sentences at the beginning encourage the reader to reflect on why
the character might be solemn and lonely and the big pauses (full stops) give time
for that reflection. The writing speeds up when he runs over to the river and then
we have a subordinate clause to add the character’s feeling.
Without doubt, the new high speed rail
service, linking London with the north, will
provide many more opportunities for those
living in other parts of the country.
Nevertheless, many oppose the scheme.
Angry and frustrated, environmentalists
believe that the cost to animal habitats is too great
a price to pay. Perhaps it is.
Using and Applying our writing skills
Having strolled comfortably for the last hour or so, it began to get dark. As I moved on,
it became darker and suddenly I became enveloped in blackness. Nervously trudging
through the alley, I tripped clumsily on a loose twig, its noise making me shake with
fear. Emanating brightly from the inky black sky above, the mammoth moon's light
fingered its way through the trees, causing looming and ominous shadows to send a
shiver up my bony spine. I was wrapped in ball of fear which was leading me to believe
that something was lurking in those eerie shadows.
'CRACK!' I stopped. I froze. What was that? Lonely and terrified, I slowly looked
up...and there it was...a black figure crouching beneath the bare, skeleton-like bushes.. A
deafening silence was interrupted by a noise, loud and furious. I ran. I frantically dashed
back down the alley, not bothering to look back to see what the vicious creature was; I'd
never again be venturing out at that time of night!
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Key skills:
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- mixing sentence lengths (for what PURPOSE?!)
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- sentence openers (verbs, adjectives, adverbs) to change meaning and emphasis
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- ,ing (to encourage use of subordinate clauses)
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- using punctuation (pausing for appropriate and SPECIFIC EFFECT)
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Our pupils might not always be able to explain
why their writing has sped up or slowed down
but they will still be able to give the effect
that they want to give. Offering verbal
reasoning can be pretty difficult for adults,
let alone children. Nonetheless, encouraging
our pupils to consider how their’s and other
authors’ sentence lengths change will enable
them to spot these techniques when they
read and appreciate them a little more.
ENCOURAGE READING!!!!!!!!
Unable to hear myself think over the deafening
roar of the crowd, I lowered myself into the
crouching position. The tension was so thick you
could cut it with a knife. My trainer’s loud, clear
voice could be heard from where I - and my fellow
contestants – knelt on the track. I sighed, peeking
at the others, reading the emotions visible in their
expressions; the weight of our countries’
expectation is heavy, yet the burden is one that
we all accept in exchange for the chance of one
thing. Glory.
Birdsong by Sebastian Faulks
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The noise of their laughter roared like the
sea in his ears. He wanted it louder and
louder; he wanted them to drown out the
war with their laughter. If they could shout
loud enough, they might bring the world
back to its senses; they might laugh loud
enough to raise the dead.
Any questions…?