Image Grammar Chapter 5

I would just like to point out how much I LOVE this book. Image Grammar is such a wonderful resource. The strategies at the end of each chapter are beneficial in teaching specific lessons. I feel that the strategies can relate to more than one component of Language Arts which makes them so resourceful.

This chapter focused on creating special effects with punctuation. In the first section of the chapter Noden says, "Authors often consciously craft grammatical structures and push conventions beyond textbook limits to create special effects of meaning" (Noden 95). While this may be a great method, students should use this is moderation. As a teacher, I would be afraid that students would begin to use proper grammar. This is a great and creative method for developing special effects, but at the same rate I am torn that students may forget/misuse proper grammar. The text further states a study by Dawkins where he demonstrates that good writers use "incorrect" punctuation. Again, this needs to be used in moderation.

Creating Special Effects

While I fear that students will learn incorrect practices, this section states different approaches to show this strategy has advantages. This method is able to show students the relationship between meaning and punctuation. Students don't always need to focus on grammar, but they need to be aware of proper usage. Showing students both ways could be a positive or negative thing. It could show students what not to do, or it could give students an ultimatum for grammar.

Creating Special Effects with Sentence Structure

What I really enjoyed about this section was the way these sentences that teachers fear bring a dramatic element to writing. The examples Noden provides allows students, and myself, to see how fragments and run-ons could benefit a writing piece. Noden says, "When teachers help students see conventions as an aid to meaning, struggling students can better recognize when fragments and run-ons don't work, and confident students can better understand why writers break rules" (Noden 98). This example of fragments shows students HOW to make a piece more dramatic. Fragments in this case were used positively and correlating back to Noden's statement they show ALL students how to understand why writers break rules.

Creating Special Effects with a Greek Influence

Noden uses terms that aren't popular or go untaught throughout the school year. I will admit, some of the terms such as epanalepis and chiasmus I have never heard of before I read this chapter, and I am sure a lot of high school students are the same way. I liked how he breaks a part and defines each term, followed by an example. This not only helped me understand what the term meant, but also showed me how to find them in sentences. Students could use television, movies, or music to find these terms.

Creating Special Effects with Mood Filtering

This section gave me great ideas of showing a happy or funny movie with scary music in the background. The music can show students how it helps set the mood of a piece of work. This could become a fun activity in class. Students could find videos on YouTube, or create their own, then provide music for the opposing effect to show mood. After the groups present, students could then writer a breif paragraph/journal entry on how the song selection affected the mood.

Creating Special Effects with Tantalizing Titles

We are all guilty of coming up with boring titles. We may have run out of time, or our brains are fried from writing the paper. The list of 12 items Noden provides is a GREAT tool to help students create catchy titles. This list could teach students how to write titles. I liked how the list provides an example for each element.