我就喜歡這樣的妳

Descriptive

Titles

Reason

Intended readers

1. Grammar Alive! A Guide for Teachers

English is a live language so does its grammar. Learning Grammar through Authentic Texts can help students to connect abstract things into real world.  Take creation of style guide for an example. “Students can study a given text, such as a newspaper, in order to discover its patterns of grammar and usage. They look for its rules regarding the following: • capitalization • paragraph length • organization of information in text • the writing of numbers in text • sentence completeness • sentence length • sentence styles • punctuation choices, such as the comma before the and in a series or the use of quotation marks or italics for titles • voice (active versus passive) • use of contractions and abbreviations • beginning (or not beginning) a sentence with a coordinating conjunction • use of sexist or nonsexist language”

(Brock Haussamen , 2003,  P.16 & 17 )

K12 language teachers / instructors

Major in English of Art 

2.  English Verbs & Essentials of Grammar for ESL Learners

Clear explanation of each grammar point meanwhile point out there is still have other possibilities. Categorize grammar points to give the reader holistic view.  Take Negative for an example. “The most common negative in English is the adverb not. It is used to negate verbs or complete predicates.”  “There are several other negative expressions that occur in pairs. One negative in the pair is formed from No.

(Ed Swick,  2009, P. 105-107)

ESL (Intermediate)

3. Functional Grammar in the ESL Classroom: Noticing, Exploring and Practicing

Grammar can be taught in real sentences in real world. For example, “It therefore makes sense to pre sent Grammar to Learners in context and to help them to understand how grammar works with texts.”

( Rodney H. Jones and Graham Lock, 2010, p 2 

K12 language teachers / instructors

4. Grammar Matters: Lessons, Tips, & Conversations Using Mentor Texts

Grammar can be taught in authentic materials like students’ works which connected grammar with real world usage. Take narrative writing for an example.

“One of the easiest ways to embed grammar and conventions instruction in narrative is through observing the patterns used in writing stories.”

( Lynne Dorfman and Diane Dougherty, 2014, p

K12 language teachers / instructors

5. English Grammar and Usage: Read Swiftly, Speak Fluently and Write Correctly

One of the key points of teaching grammar is the function. Grammar can be use in real life so teaching the usage of idioms is very important, too. For example, “Idioms may be defined as expressions peculiar to a language. They play an important part in all languages.

(Shirkant Prasoon ,2015, ch8)

ESL (Intermediate)

Elective bilingual

Prescriptive

Titles

Reason

Intended readers

1. Understanding and Using English Grammar

Present grammar points with clear form or chart and offer mechanical exercises after each grammar point. Those exercises are simple but not realistic.

Example:

“Past perfect & Past perfect progressive”

I___ ( feel ) a little better after I __ (take) the medicine.

(Betty Azar,  1981,  P.98-99 )

ESL (Intermediate)

Elective bilingual

2. Understanding English Grammar: A Course Book for Chinese Learners of English

Give a clear definition of grammar points and practice with exercises.

For example, “A relative clause is part of a noun phrase and it modifies or says something about the Noun.”

(Tony T. N. Hung, 2008, p144-146.)

ESL (Intermediate)

Elective bilingual

3. English Grammar and Usage: Read Swiftly, Speak Fluently and Write Correctly

Give a clear definition of grammar points and practice with exercises.

For example, “Preposition is a word usually placed before a noun or pronoun to show its relation to ’some other word in a sentence.”

(Shirkant Prasoon ,2015, ch12)

ESL (Intermediate)

Elective bilingual

Approach

Characteristics

Intended readers

Descriptive grammar

Descriptive grammar are specially designed to increase the reader's schooled declarative knowledge of grammar which included generative, functional and lexical theory. 

K12 language teachers / instructors

ESL

Prescriptive grammar

The best usage of the most standard writers and speakers so that others whose language may be non-standard, or nonnative have access to them. A prescriptive grammar: English allowed some sentences, but some writers prefer to avoid them. 

Major in English of Art 

Rhetorical grammar

Understanding both the grammatical choices available to you when you write and the rhetorical effects those choices will have on your reader. Rhetorical grammar opens the door for analyzing real language use and how that language use affects readers (and listeners).

Major in English of Art 

K12 language teachers / instructors

Pedagogical grammar

Make English different from other language, things that native speakers take for granted but that cause problems for nonnative speakers. Errors are an inevitable part of the translation form a first language to a second language. 

ESL

K12 language teachers / instructors

Major in English of Art 

Rhetorical

Titles

Reason

Intended readers

1. Grammar Alive! A Guide for Teachers

Introduce the tricky usage of Language and explain the different meanings of different order / combination of words. Take GRAMMATICAL CHOICES, SENTENCE BOUNDARIES, AND RHETORICAL EFFECTS for an example.

“Tim Reilly begins his Monday ninth-grade English class like this: "I'm gonna tell you a story. Actually, three stories. Here they are." Tim writes on the board: 1. The shark bit his leg to the bone. 2. To the bone, the shark bit his leg. 3. The shark bit his leg. To the bone.”

( Brock Haussamen , 2003,  P 38 & 39 )

K12 language teachers / instructors

Major in English of Art 

2. Teaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar,

To tell the real purpose of grammar, to decide which voice you want to express. Take the function of passives in Academic Writing for an example.  “the use of passive voice in formal writing has a number of important textural functions. One of these is to project an academic indirectness, detachment, and objectivity in what Johns(1997) called “the author-evacuated prose” considered to be requisite in Western scientific tradition, and particularly so in natural science and engineering.”

( Eli Hinkel, 2003,  P160 – 161)

Major in English of Art 

Professors

People work in

Professional fields

3. Functional Grammar in the ESL Classroom: Noticing, Exploring and Practicing

Grammar is about the real purpose of usage. “Every difference between grammatical forms represents a difference in meaning.” For example, there is different meaning in the following sentences.

“She slammed the door.”

“She slams the door.”

When you see these two sentences, you will have two different interpretations.

( Rodney H. Jones and Graham Lock, 2010, p2 

K12 language teachers / instructors

Pedagogical

Titles

Reason

Intended readers

1. Understanding and Using English Grammar

A set of Grammar book which introduce grammar points step by step. From “Basic English Grammar” , Fundamentals of English Grammar” to “Understanding & Using English Grammar.”

( Betty Azar,  1981,  )

ESL (Intermediate)

K12 language teachers / instructors

2. Grammar Alive! A Guide for Teachers

Explain some hot grammar questions in detail. Take ending with preposition for an example.

“The superstition that a sentence should not end with a preposition grew out of a somewhat reasonable piece of eighteenth-century advice that an effectively written sentence should not end with a weak or unimportant word. But in the nineteenth century, the advice about final prepositions hardened into a stern grammar rule, and despite the best efforts of some major writers and commentators to get rid of it, it unfortunately endures.”

( Brock Haussamen , 2003,  P. 71 )

K12 language teachers / instructors

3. English Verbs & Essentials of Grammar for ESL Learners

Use simple and clear instructions to teach grammar points and present with clear chart to help reader to realize. Take simple tense for an example. “The simple present tense of most verbs requires only an -s ending in the third-person singular. This is true whether the subject is a pronoun (he, she, it) or a singular noun. The first- and second-person pronouns (I, we, you), the third-person plural pronoun (they), and plural nouns require no ending in the present tense of this type.”

(Ed Swick,  2009, P.  3)

ESL (Intermediate)

4. Grammar Matters: Lessons, Tips, & Conversations Using Mentor Texts

Offer a framework of how a writing lesson plan can be set up and explain each teaching points and grammar references in detail. Take objectives for an example. “In a unit of study on opinion writing, students will need to learn that their lives are full of reasons to talk and write about their opinions and argue to sway others to change their minds or actions.”

( Lynne Dorfman and Diane Dougherty, 2014, p179  )

Take grammar Reference for an example. “Headline style, orup style, instructs writers to capitalize the first and last words of the title and allnouns, pronouns, adjectives, verbs, adverbs, and subordinating conjunctions (if,because, as, that, and so on).
 

( Lynne Dorfman and Diane Dougherty, 2014, p184  )

K12 language teachers / instructors

5. Functional Grammar in the ESL Classroom: Noticing, Exploring and Practicing

Offer a clear procedure to the instructor as a reference. For example, “Activities guide the Learners to notice and to explore the reasons for grammatical differences between the two texts the general procedure is as follows.”

( Rodney H. Jones and Graham Lock, 2010, p11 )

K12 language teachers / instructors

Critical

Titles

Reason

Intended readers

1. Grammar Alive! A Guide for Teachers

English has become a world language which be spoken in many countries. There is no right or wrong at grammar. English shows a high diversity of itself, such as African American English and northern American English. Take Language Variety for an example. “Students from elementary through high school may bring to their school writing such home speech patterns as: My dog name is Bark. Such a description, however, is actually a misdiagnosis. The students are not having problems with possession; they are not mistakenly omitting the '5. Instead, they have successfully followed the rules for producing possession in their home-speech language variety”

( Brock Haussamen , 2003,  P. 11 & 12 )

K12 language teachers / instructors

Major in English of Art 

Individual Textbook Evaluation

Summary

Total

First name

Last name

appropriate category or categories

convincing reasongs

relevant examples

appropriate audience

clear summary of characteristics

helpful for understanding different appraoches

clear and comprehensive summary of intended audience

Max points

1

1

2

1

2

2

1

10

Tzu-Chun

Lin

1

1

2

1

2

1.5

1

9.5