Grammar: Difference between revisions

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-== Lesson Plans ==
+== 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:
+* 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]
 ** Prof. Grinker reviews grammar and writing from a legal perspective
-** offers examples of the need for precision in language and downfalls of poor use
+** offers examples of the need for precision in language and downfalls of poor usage and incorrect grammar
 == complement or requisite phrase ==