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In this article Adrian Tennant focuses on short texts such as messages, notes, instructions and notices. Although these kinds of text are read and written on a regular basis, they are often neglected despite being extremely common in everyday life. Introduction Writing is often a neglected skill in the classroom and when it does take place it almost always seems to focus on long texts such as letters and essays.
This is extremely unfortunate for a number of reasons. Secondly, writing helps consolidate other aspects of learning such as grammar and vocabulary. When students are writing they often have more time than they would if they were speaking and this gives them the opportunity to think about the language they use and learn from the choices they make.
A third issue I want to raise here is the type of texts we ask students to write. As previously mentioned, these are often quite long and this in itself is a problem as the texts students are more likely to need to write are short texts such as messages, notes and instructions.
The features of these texts differ radically from long texts and yet students seem to be expected to be able to produce short texts with almost no teaching having taken place. One of the most important things to emphasize is that writing texts of any kind requires an understanding of how such texts operate and what they look like.
The key to this is exposure to the text types — in other words, opportunities to read such texts. The writing of any text cannot come in isolation — writing and reading are intertwined and the best writers are people who read a lot.
Let them read the texts, notice their features and think about the context and the message.
And, because of this there are a number of implications. Firstly, the use of ellipsis i. This requires an understanding of the context and a shared understanding or at least the expectation of such between the writer and reader.
Finally, short texts cut to the chase — the message is key and words are not wasted. This means that messages can appear to be almost rude in nature simply because of their brevity.
All of these things are reflected in the language used in short texts. In short texts, grammar words — such as pronouns, articles, conjunctions and prepositions — are often omitted.
It almost feels as if short texts are ungrammatical when, in fact, this is not the case.
Although the words are not written, the reader will automatically reinsert them if necessary. Take a look at the example note below: Why is there an apostrophe? What are they going to do there?
There is no explanation, however the reason in this case is fairly obvious.Prentice Hall Writing And Grammar Communication In Action Bronze Grade 7 [Ebooks] Keywords prentice hall writing and grammar communication in action bronze grade 7, pdf, free, download, book, ebook, books, attheheels.com Prentice Hall Writing and Grammar: Communication in Action Copper Level © Correlated to: Colorado Model Content Standards, Reading & Writing.
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|Use concrete rather than vague language.|
|Drafting - Involves sketching out all of your ideas onto a piece of paper in a rough, essay-style format.|
|User:Atcovi/Writing and Grammar. Communication in Action - Wikiversity||Professor Of English University of Montana Grammar is the sound, structure, and meaning system of language.|
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