In order for students to understand parallel structure, it's important for them to see the parallel
parts of a sentence.
Start by compiling a list of non-parallel sentences from student essays and providing each student with a copy. (Sentences from parallel structure worksheets will work also, but student-generated sentences are more authentic and usually more complex.)
Give students the following list of “parallel structure signal words”:
Start by compiling a list of non-parallel sentences from student essays and providing each student with a copy. (Sentences from parallel structure worksheets will work also, but student-generated sentences are more authentic and usually more complex.)
Give students the following list of “parallel structure signal words”:
- signal words for coordinate ideas: and, but, or, neither, nor
- signal words for comparison and contrast: than, as well as, as much as
- signal words for correlative constructions: neither/nor, either/or, not only/but also
Have students circle or highlight these signal words in
their sentences. Then ask them to
underline the elements that are being compared or connected. (Color-coding helps, too.) Example:
Not Parallel: Creon is a hypocritical character who is more
concerned with his reputation and power than making the right decision.
Parallel: Creon is a hypocritical character who is more
concerned with his reputation and power than with making the right decision.
Making these marks will help students to see the parts that
are supposed to be parallel. As a class,
correct the sentences to make them parallel.
Point out that with correlative constructions, sentences can often be
corrected simply by moving one of the signal word pairs. Example:
Not Parallel: This symbolism not only shows the care Karla has for the
relationship but also
for its broken fragments.
Parallel: This symbolism shows the care Karla has not only for the
relationship but also
for its broken fragments.
As an added challenge, you can ask students to diagram one
of the “not parallel” sentences and its corresponding “parallel” sentence to
help them visualize the structure.
Finally, have students look through their drafts of a current writing assignment and focus on parallel structure. They should follow the same process as in the practice exercise above so that they can correct problems with parallel
structure or provide evidence that they don’t have such errors. This type of
annotation will show you without question which students understand and
which ones still need more practice.
Tune in next time for another specific strategy for connecting grammar and writing in your classroom!
(This strategy comes from Burnette Writing Process, available from DGP Publishing, Inc.)
Tune in next time for another specific strategy for connecting grammar and writing in your classroom!
(This strategy comes from Burnette Writing Process, available from DGP Publishing, Inc.)
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