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== | == Grammar lesson plans == | ||
* Understanding sentence cores & how to build out ideas into complex sentences | |||
** students are to write a series of three or four simple statements of fact. | |||
*** such as, | |||
**** I like dogs. | |||
**** I have a dog. | |||
**** My dog's name is Dudu. | |||
**** Dudu is fun to play with. | |||
*** students are then to combine these thoughts two at a time by employing sentence parts such as pronouns, conjunctions, and subordinating conjunctions, such as: | |||
**** "Since I like dogs, I have one." | |||
**** "My dog's name is Dudu, and she is fun to play with" | |||
*** then combine those sentences/ ideas into a single, complex sentence: | |||
***** Since I like dogs, I have one named Dudu who is fun to play with" | |||
* Language and the law: | * Language and the law: | ||
* Create courtroom scenario in which precision or imprecision in words, syntax, and grammar would change the outcome of the case | |||
** such as the classic example of leading a witness, "Did you see the glass?" (as opposed to, "Did you see any glass?") | |||
** [http://www.kentlaw.edu/academics/lrw/grinker/LWTA.htmThe Legal Writing Teaching Assistant: The Law Student's Guide to Good Writing (kentlaw.edu) from Chicago-Kent College of Law, by Prof. Marc Grinker] | ** [http://www.kentlaw.edu/academics/lrw/grinker/LWTA.htmThe Legal Writing Teaching Assistant: The Law Student's Guide to Good Writing (kentlaw.edu) from Chicago-Kent College of Law, by Prof. Marc Grinker] | ||
** Prof. Grinker reviews grammar and writing from a legal perspective | ** Prof. Grinker reviews grammar and writing from a legal perspective | ||
** offers examples of the need for precision in language and downfalls of poor | ** offers examples of the need for precision in language and downfalls of poor usage and incorrect grammar | ||
== complement or requisite phrase == | == complement or requisite phrase == |