USING THE FUNCTIONAL GRAMMAR APPROACH TO IMPROVE EXPOSITORY · PDF file ·...

USING THE FUNCTIONAL GRAMMAR APPROACH TO IMPROVE EXPOSITORY

& NARRATIVE WRITING WITH ELEMENTARY STUDENTS

By

Meranda Lee Barron Sierra B.S.

A THESIS

In

Curriculum & Instruction

Submitted to the Graduate Faculty

of Texas Tech University in

Partial fulfillment of

the Requirements for the Degree of

MASTER OF EDUCATION

Dr. Zenaida Aguirre-Muñoz

Chair of Committee

Dr. Mary Frances Agnello

Peggy Gordon Miller

Interim Dean of the Graduate School

May, 2012

Texas Tech University, Meranda Barron Sierra, May 2012

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ACKNOWLEDGEMENTS

Implementing this action research with my fourth grade students has been

a very rewarding journey. None of this would have been possible without all the

support and encouraging words throughout.

My faith in God helped me to put all my trust and worries in Him. It is

such a comfort to know that I could always turn to him to give me the guidance in

accomplishing this goal. “I can do all things through Christ who strengthens me”

(Philippians 4:13). This bible verse was very instrumental in completing this task.

I would like to thank my family Tony, Macei, and Cade for all their

support in trying this new approach with my students. Thank you for all the late

nights we stayed at school preparing curriculum. The patience you all had with

me while writing, learning, and preparing for this journey means more to me than

you will ever know. You all helped me in so many ways to make this successful.

Thank you to my husband for believing, and giving me confidence to accomplish

this goal. You are my rock.

My mom and sister have played a big role in helping me prepare for this

exciting journey. Thank you both for helping with the kids when I needed to be at

school preparing. I could have a clear mind to prepare and write curriculum

knowing the kids were in the best of hands. Your encouraging words carried me

through.

Dr. Zenaida Aguirre-Muñoz, I could not have done this without your

guidance. Thank you for starting this spark of functional grammar during our


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Spring Second Language Writing class. Thank you for being my advisor and

mentor during this exciting journey. I have gained a tremendous amount of

knowledge in functional grammar through you. You passion is contagious and

your leadership skills are phenomenal. Thank you for all the hours you have

spent with me writing and preparing curriculum for this new approach and being

the chair on my committee. Thank you for making it possible to meet monthly to

continue to write curriculum. This has definitely shown to be beneficial.

Thank you, Dr. Mary Frances Agnello, for bringing out my passion about

writing in your Action Research class. You laid the foundations that lead me to

follow my passion on the importance of writing in your Action Research class. I

appreciate you editing and revising my action research and thesis paper and sitting

on my committee.

I appreciate and Dr. Muñoz’s graduate assistants for being willing to score

their writing papers. I know how time consuming this can be, but I appreciate a

third party looking at it to avoid bias. Thank you for all the time you spent

scoring writing samples.

I would also like to thank my dear friend, Carole Kidd. You were always

there to help with anything that I needed. I truly appreciate your support and

encouragement as I was writing my thesis. You spent countless times helping me

with questions about formatting. I can’t tell you how much I appreciated you

stopping what you had going to answer my questions. God has truly blessed me

with a special lifetime friend.


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Finally, I want to thank Darryl Flusche, Stacy Davis, and Denise Stewart

for being supportive and allowing me to meet once a month with Dr. Munoz to

write curriculum. Your support in me trying to teach grammar in a functional

way has been very successful and rewarding. This new approach has taught me to

look at grammar in a different way. It has forced me out of my comfort zone and

caused me to focus on teaching my students the function of grammar within their

writing and take it to a higher level of understanding. Teaching students the

importance of written and oral language is so vital to their success in life.


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TABLE OF CONTENTS

ACKNOWLEDGEMENTS ................................................................................................ II

ABSTRACT ...................................................................................................................... vii

LIST OF TABLES ........................................................................................................... viii

LIST OF FIGURES ........................................................................................................... ix

LIST OF ACRONYMS ...................................................................................................... x

I. INTRODUCTION .......................................................................................................... 1

II. REVIEW OF RELATED LITERATURE .................................................................... 4

Functional Grammar Approach ...................................................................................... 4

Ways to Incorporate Functional Grammar ..................................................................... 5

Why Traditional Grammar Does Not Work ................................................................... 7

III. METHODOLOGY ...................................................................................................... 9

Participants ...................................................................................................................... 9

Design ........................................................................................................................... 10

Instruments .................................................................................................................... 10

Functional Grammar Dimensions ............................................................................. 12

Traditional Grammar Dimensions ............................................................................ 12

Writing Prompts ............................................................................................................ 13

Procedure ...................................................................................................................... 15

Model Genre: Text Deconstruction with Teacher ....................................................... 16

Group Deconstruction ............................................................................................... 18

Group Co-Construction ............................................................................................. 19

Construct Independently ........................................................................................... 21

Overview of Instructional Targets ................................................................................ 23

Composition Writing and Global Structures of Writing ............................................... 26


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Narrative Writing Global Structure .......................................................................... 26

Expository Writing Global Structure ........................................................................ 28

Personal Explanation Global Structure ..................................................................... 30

Strategies ....................................................................................................................... 33

Color Coding in Deconstructing Text ....................................................................... 33

Text Tapping in Reconstructing Text ....................................................................... 34

Subject & Predicate Chart in Constructing Text....................................................... 38

IV. RESULTS AND ANALYSIS OF DATA ................................................................. 42

Scoring Student Work ................................................................................................... 42

Total Score Trends ........................................................................................................ 42

Analysis Score Trends .................................................................................................. 46

Form Score Trends ........................................................................................................ 46

Fluency Score Trends ................................................................................................... 46

Grammar & Convention Score Trends ......................................................................... 47

V. FEATURED STUDENT WORK ............................................................................... 50

VI. DISCUSSION ............................................................................................................ 59

REFERENCES ................................................................................................................. 64


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ABSTRACT

This is an action research project designed to implement functional

grammar in my fourth grade classroom. This study focused on using research

based strategies to show how language functions within the text. Research studies

have shown that the traditional method of teaching grammar does not show any

positive benefit in students’ written work. The results of this study demonstrated

that this approach has a positive effect on students’ writing development. A

genre-based approach to writing has strong potential for improving student

knowledge about genres.


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LIST OF TABLES

1. Ability Level Chart for Males & Females ..................................................................... 9

2. Rubric Used for Scoring Writing .................................................................................. 11

3. List of Writing Prompts & Administration Dates ......................................................... 14

4. Overview of Linguistic Features ................................................................................... 25

5. Total Score Trends ........................................................................................................ 43

6. Total Score by Gender .................................................................................................. 44

7 Rubric Dimension Score Trends by Gender .................................................................. 45

8. Rubric Dimension Score Trends ................................................................................... 49

9. Fall TEK Check Results for Fourth Grade Class .......................................................... 59

10. District Fall TEK Check Results................................................................................. 60

11. Spring TEK Check Results for Fourth Grade Class ................................................... 61

12. District Spring Results from TEK Check ................................................................... 62


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LIST OF FIGURES

1. Instructional Sequence Model....................................................................................... 16

2. Model Text Used in Teacher & Student Co-constructing ............................................ 18

3. Group Co-constructing Activity Using Sentence Variety ............................................ 21

4. Sample of Student’s Descriptive Writing Following a Focused Revision ................... 22

5. Description Details........................................................................................................ 24

6. Global Structure for Narrative Writing ......................................................................... 28

7. Global Structure for Expository Writing ...................................................................... 30

8. Global Structure for Personal Explanation ................................................................... 32

9. Color Coding Strategy Used in Model Text ................................................................. 34

10. Sick Poem by Shel Silverstein for Text Tapping ........................................................ 37

11. Paragraph Sentence Fluency Group Activity .............................................................. 40

12. Revised Group Paragraph from Previous Page ........................................................... 41

13. Beginning Sample of Low Ability Student ................................................................. 50

14. Sample of Low Ability Student Midway .................................................................... 51

15. End Sample Writing for Low Ability Student ............................................................ 52

16. Amy’s Sample Not Specific to Adjectival Phrase ...................................................... 53

17. Writing Improvement Sample on Creature Prompt .................................................... 54

18. Final Writing Sample Showing Improvement in Analysis Dimension ...................... 56

19. Student Sample of Form & Structure Dimensions ..................................................... 57


x

LIST OF ACRONYMS

TEK Check-Texas Essential Knowledge & Skills benchmark assessment for the district.

TEKS-Texas Essential Knowledge & Skills

STAAR- State of Texas Assessments of Academic Readiness


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CHAPTER I

INTRODUCTION

Functional grammar is an approach used to teach grammar in a meaningful way.

Grammar becomes meaningful to students when it is linked to purposes and functions of

text. Droga and Humphrey state, “Language is functional-it enables us to get things

done” (Droga, 2003, p. 1). Language is both spoken and written and used for different

purposes. Form (grammar) and function (purpose for communication) work hand in hand

to communicate messages. Texts/genres that share the same social purposes have many

of the same features.

Language makes it possible to express ourselves in order to achieve three

purposes: 1) experiential function to describe our experiences in the world, 2)

interpersonal function to interact with others, and 3) textual function to organize written

and spoken text (Halliday, 1994). The ways in which we organize words within written

texts exhibit these functions. Schleppegrell, states, “By identifying key linguistic features

of the genres, we also identify grammar issues that teachers can address to enhance

students’ writing development” (Schleppegrell, 2003). This approach differs from the

traditional method of teaching grammar because it is through the writing that students

exercise grammatical rules, thus mastering grammar. Using this method through

meaningful experiences helps students understand the function and purpose of grammar.

Students are highly likely to take their grammar skills to a higher level of understanding

within their writing and in content areas using this approach because their text is the

vehicle, as well as the destination of improved writing.


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There has been a dispute for many years over how to teach grammar effectively.

Do we teach grammar the traditional way in which we have students engage in extensive

exercises that focus on grammatical features, or do we teach grammar in a meaningful

way in which students learn how language works? These are the questions that arise as

we try to find the best way to teach grammar so that students can apply it in their writing.

Increasingly, researchers are turning to functional grammar to develop methods for

teaching grammar and writing more meaningfully. Although the term “functional

grammar” is widely used, it simply means to teach grammar within the context. There

have been numerous studies that have used different strategies to make grammar more

meaningful. Implementing the functional grammar approach in writing class has helped

students understand the function of each part of speech within text. By implementing

functional grammar into writing instruction, teachers provide students the tools to learn

and know how language functions within their writing and with this knowledge, to

improve their writing.

Another dispute with regard to teaching reading and writing is whether or not to

integrate the two skills or teach them separately. If both skills are not valued equally, one

or the other becomes the primary focus, relegating the other to a less important objective

(Fitzgerald, 2000). Prioritizing reading over writing can be detrimental and leave

students without the understanding of written communication. Having the knowledge of

the benefits of functional grammar can allow one to still have the passion of reading

while integrating the writing and grammar. In both reading and writing, effective

teachers encourage students to explore language actively. Writing instruction, however,

needs to be transparent, centered on purpose, and function (Nunan, 1998).


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The study was consistent with the functional grammar perspective designed to

teach grammar skills in a meaningful integrated manner instead of in isolation as

traditionally done. The focus was mainly on two genres of writing which included

narrative and expository to help prepare students for a fourth-grade statewide writing

assessment focused on narrative and expository writing. This will be the first year that

the State of Texas is having fourth graders write a narrative and an expository

composition rather than just a narrative as was the case in prior years.


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CHAPTER II

REVIEW OF RELATED LITERATURE

Functional Grammar Approach

The functional grammar approach helps students understand how to use

language within the context of written text. Teaching students the technical

grammar terms seems to confuse students instead of clarifying how to use the

concepts in their writing (Perera, 1984). According to findings from studies

conducted in the twentieth century, there seems to be no positive effect on

student’s written compositions (Perera, 1984). The teaching of formal grammar

does not show any positive benefit in student’s writing (Andrews, 2005).

Moreover, correcting grammar errors serves no purpose because students keep

making the same errors (Sjolie, 2006). Sjolie found that students seem to be

making the same errors in their final drafts as they did in their previous ones. The

students will continue making the same mistakes even after the teacher has shown

him/her the corrections that need to be applied to their final draft because they do

not understand how the grammar applies to their writing.

Another reason to teach grammar in a more functional way is so students

understand the purpose of text and language in regards to situational and cultural

context (Tawatchai, 2010). Through this approach they learn to deconstruct text

to make meaning of it. Grammar becomes meaningful when linked to purposes

and functions of text. Students need to understand how language works to

become better writers. Putting emphasis on teaching a context-based functional

approach shows them that the parts are put together to create meaning (National


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Council of Teachers of English, 2008). When children begin to understand how

to manipulate sentences for meaning, they can begin to improve their writing.

Ways to Incorporate Functional Grammar

One strategy that was used in several studies has shown to help improve

student writing is sentence combining. According to Andrews, teaching the

terminology of grammar does not translate to student written assignments

(Andrews, 2005). This article described findings from a follow up of a previous

study done. In this study, the researcher tries to show the difference between

“knowledge about grammar” and “knowledge about language” to explain that

teaching patterns in grammar can be used to help young students get a better

understanding in learning how to become better writers (Andrews, 2005).

Teaching sentence structure allows teachers to show students how to manipulate

syntax within the text. Through this method they get a deeper understanding of

how language functions. Sentence combining then builds on sentence structure.

Sentence combining helps students move from simple sentences to the compound

and more complex sentences (Andrews, 2006). This strategy can also work in

reverse to help simplify complex sentences that may be poorly written. This helps

the students to increase the length of their sentences within their writing (Barnitz,

1998). Hillocks states, “The most important value of sentence combining appears

to be in helping students develop a repertoire of structures that they can call upon

systematically, both in generating sentences and revising them” (Hillocks, p. 81).

When students understand and can perform this task, they can be taught phrases

and clauses. This strategy is implemented by using text to teach these features.


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This is also a great way to tackle difficult text and help students understand what

the writer’s.

The Writer Self-Perception Scale (WSPS) was developed by Bottomley,

Henk and Melnick (2003/2004). The WSPS was used to provide an estimate on

how children feel about themselves as writers (Black, 2010). This was an

instrument used along with implementing functional grammar in an action

research study (Black, 2010). This tool was used in comparing the boys and girls

in this study and how they felt about their ability to write. When the children had

a positive attitude, it also transferred to positive results in their writing; thus,

making them more confident about their writing. The children in this study

learned how to deconstruct their text and understand the functional grammar

concept. With their positive attitude and the functional grammar approach, the

children were also able to write more complex compositions (Black, 2010).

Another research study focused on a genre-based approach. Chaisiri

(2010) found that this strategy helps students develop their writing. Genre does

not include just patterns, but also situational and cultural context. Form, function,

and social context are linked with the theories of genre. Students are given an

insight of the purpose of text and language that fits into both cultural and

situational context. Through this approach, students construct and deconstruct

text to make meaning. This strategy includes four stages to the Teaching and

Learning cycle: Building Knowledge of Field, Modeling of Text, Joint

Construction of Text, and Independent Construction of Text (Paltridge, 2001).

The modeling of text occurs when the teacher shows them the structure of the text


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and the language features within that certain text. Expository, narrative, and

argumentation are some examples of genres (Rose, 2011). Using this approach

allows us to become aware of the many forms language takes on. The structure

varies depending on the genre.

Why Traditional Grammar Does Not Work

Research studies have shown that teaching traditional grammar does not influence

growth in reading or writing. Using traditional grammar students are taught to read

language in parts instead of whole dialogue (Barnitz, 1998). When being taught with the

traditional grammar method students are not able to carry these practices into their

writing. Students do not learn language functions and strategies. Also, because of an

over- emphasis of grammar exercises in the classroom (Barnitz, 1998), the students learn

to write only parts of language. With all the research that has been done in the past, the

studies show that teaching grammar the traditional way does not improve students’

written work (Barnitz, 1998; Sjolie, 2006; Black, 2010; Richard Andrews, 2006).

The method proposed in this study is one uses authentic text to challenge students

to become aware of language and its functions. According to Hillocks, there is still a

question of how to teach grammar, but once the curriculum begins to look more closely at

the procedural knowledge we will see that our students will be effective writers (Hillocks,

1987). Using this method facilitates the students’ understanding. Thus, they are able to

manipulate words within a sentence. By modeling text for the students, the teacher can

show them that each genre has a certain structure. They can use this model and structure

to begin to make sense of how grammar functions within the text. When we use these


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approaches, the students begin to make sense of how language functions in their writing

leading to improvement.

The need for more research on teaching writing is evident because today we still

do not know what the most effective way to teach grammar is. To address this need

indicated in the research literature, the following research question was investigated with

an action research approach.

1. Does functional grammar improve narrative and expository writing in a fourth

grade elementary writing class?

2. Does functional grammar improve understanding in a fourth grade elementary

writing class?

3. Does the improvement trend vary by gender and/or ability level?


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CHAPTER III

METHODOLOGY

Participants

The study was conducted in a fourth grade elementary school in a semi-

rural community. Four classrooms comprised of 81 students (44 females and 37

males) were provided with writing instruction utilizing functional grammar

activities. Their writing teacher categorized students’ ability into three groups:

low, medium, and high (see Table 1).

Table 1. Ability Level Chart for Males & Females

Gender High Medium Low

Male 12 10 15

Female 13 20 11

To highlight the impact of the approach on the developmental trajectory for

different groups of students, the work of four students, Amy, Maria, Ricky and Brandon

who range in background from high ability level to low ability level with the

characteristics of Dyslexia and ESL. Amy is a student who is regular education and

high ability level. Maria is an ESL student whose ability level is medium-high. Ricky is

a student who is in the dyslexia program with low ability. The last student is Brandon


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who is a general education student with medium level ability. The sample was chosen

using this manner to limit bias with just one ability level using this approach.

Design

To answer the research questions, a mixed methods approach was utilized. A

repeated measures longitudinal design was employed to capture growth in writing

performance over a six month period. It contained a baseline and nine additional data

points. Group performance trends were measured quantitatively utilizing a six-point

focused holistic rubric. Trend patterns are reported both quantitatively and qualitatively

from a functional grammar perspective. The work of four students is also reported

qualitatively to illustrate patterns in writing performance growth patterns for different

types of students.

Instruments

To analyze student writing, a rubric that targeted six dimensions of writing was

created. The rubric was designed to be used with multiple genres. As such, the rubric

descriptors correspond to general writing qualities. Four dimensions correspond to

functional grammar writing dimensions: forms, structure, judgment (voice), and sentence

fluency. Two dimensions target traditional writing qualities: conventions (spelling &

punctuation) and grammar (basic syntax). Each dimension is scored on a four-point scale

ranging from 1 to 4; where “1” represents “low command of the target elements” and “4”

represents “high command of the target element” (See Table 2).


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Table 2. Rubric Used for Scoring Writing

Writing Feature Novice

1

Apprentice

2

Proficient

3

Advanced

4

Analysis Word choices do not reflect

the writers attempt to

present specific views

Word choices somewhat

reflect the writers attempt to

present specific views;

relies on a very limited set

of choices

Word choices adequately

reflect the writers attempt to

present specific views;

relies on a narrow set of

choices

Word choices reflect the

writers attempt to present

specific views; includes a

wide variety of choices

Forms Forms are not linked to

genre (writing task)

Forms linked to genre,

many errors OR limited

variation

Forms linked to genre with

adequate variation

Forms linked to genre with

extensive variation

Structure Does not follow expected

overall structure of genre

Somewhat follows expected


Generally follows expected


Completely follows the

expected overall structure of

genre

Sentence

Fluency

Sentences are incomplete

and ideas are not well

connected

Most sentences are

complete but ideas are not

well connected

Sentences are complete and

ideas are somewhat

connected

Sentences are complete and

complex; ideas are well

connected

Grammar Errors impede

communication

Some errors may impede

communication

Few errors that do not

impeded communication

Little or no grammatical

errors

Conventions

(Spelling &

punctuation)

Many errors that impede

communication

Some errors may impede

communication

Few errors that don’t

impede communication

Minor errors or none at all


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Functional Grammar Dimensions

The form dimension takes into account the extent to which the writer

utilizes forms that are expected to construct the target genre. For example in

descriptive writing, varied types of verbs, long noun phrases and embedding are

used to elaborate on the object of the description. Judgment refers to the how the

writer uses word choices to present specific views. These include modality

(would, could, etc.) and other evaluative words (attacked, disliked criticized, etc.)

that present a specific point of view or stance towards the writing topic. The

inexperienced or struggling writer relies on a limited set of words, whereas the

more experienced or accomplished writer uses a variety of word choices. Global

structure was also evaluated from a functional grammar perspective. The focus is

on evaluating the extent to which the writer followed the expected structure of the

genre. For example, in narrative writing, the typical global structure includes an

introduction, a complication, and a resolution. The sentence fluency dimension,

although labeled in traditional writing terms, reflects the functional grammar

element of thematic progression. In other words, sentence fluency indicates how

well the writer connects ideas together at the sentence and clausal level.

Therefore the completeness of sentences and its complexity are evaluated as both

are necessary to develop an idea in a coherent manner.

Traditional Grammar Dimensions

The last two dimensions on the rubric assess traditional writing qualities

of conventions and basic syntax. The conventions dimension focuses on spelling

and punctuation errors that may impede communication and their severity. The


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grammar dimension targets the extent of syntax errors present in the text and how

often they occur. These two dimensions are the focal point in traditional

grammar. More time is spent on teaching these skills in isolation rather than

focusing on writing quality which involves a broader set of skills than syntax and

conventions.

Writing Prompts

The students were instructed to complete timed quick writes (20 minutes)

that targeted linguistic forms presented during instruction. After the first 6 weeks,

the quick writes were conducted less frequently. In addition, students were also

asked to write complete compositions using the entire writing process at five time

points. Dates are as follows: September 16th, October 20th

, December 2nd

,

December 12th

, and December 13th

(see Table 2 for specific writing prompts). In

the writing process, students engaged in brainstorming, writing a rough draft,

editing and revising, and finally publishing their work. Since the state writing

prompts for narrative and expository text was tailored to something personal, our

prompts followed that format. For the expository prompt the state expects

students to write about something personal and explain their answer, in regards to

the prompt; however, true expository writing typically does not target a personal

topic. For this reason, the explanation structure was introduced to the students.

The explanation structure was introduced so students could meet expectations in

their writing.


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Table 3. List of Writing Prompts & Administration Dates

Writing Prompts Date

Write about what you did this summer. (baseline writing

sample)

8/23

1 Describe a place you visited this summer. 8/26

2

Describe your room to someone who has never seen it before. Be

sure to use long noun phrases and variety of verbs.

9/2or

9/6

3

Composition: write about a memorable trip taken with your

family.

9/16

4 What are three things you would do if you were rich? 10/7

5

Composition: create a symmetrical creature using paint and

construction paper. Write about your personal experience with

the creature you created.

10/20

6

Teacher took an unedited paragraph from a student’s sample.

Students were to rewrite their paragraph they dissected the day

before.

10/31

7

Write an expository paragraph about humans and ecosystems. Be

sure to include transitions and sentence variety.

11/16

8

Explain how an electrical circuit works using global structure of

expository.

11/17

9 Expository Prompt: Everyone has someone whom they admire (look up to).

Explain the traits this person has and why it makes them admirable.

12/2


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Writing Prompts Date

10

Expository TEK Check: Explain how to play a hobby or sport to

someone who has never played.

12/12

11

Narrative TEK Check: Write about a trip you have taken with a

friend. Tell what you did when you were there.

12/13

12

Use all your senses and taste adjectives to describe a grilled cheese

sandwich. Include: Adjectives and sentence variety

1/9

13 Quick Write: Write about a memorable holiday moment. 1/12

14

Write about one object that is important to you. Explain what makes

this object important to you.

1/31

15 Narrative TEK Check: Write about a special place you have visited. 2/14

16

Expository TEK Check: Write about someone who is important to

you. Explain what makes that person special.

2/15

Bolded font is the prompts that were used for this study

Procedure

To introduce grammar in a functional way, the instructional sequence

model developed by Knapp & Watkins (Knapp & Watkins, 2005) was followed to

make grammar more meaningful. Using the model presented in Figure 1 provides

learners the opportunity to explore grammar in authentic texts.


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Figure 1. Instructional Sequence Model

Model Genre: Text Deconstruction with Teacher

The process begins with the teacher modeling the targeted genre by

deconstructing an authentic text. Text deconstruction is a process whereby the

teacher identifies either the global structure of the text or the forms that are

necessary to realize the functions of each part of the genre. The teacher and

students examine a model text to use to de-construct. During this time, one

particular linguistic structure or element would be the focus when looking at the

model text. As the teacher and students de-construct, the teacher begins by asking

questions to get the students to think about the experiential meanings of the verbal

Co-Construct w/Teacher

Groups Co-Construct

Construct Independently

Edit/ Revise

Model Genre


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groups. According to Droga and Humphrey, “It is the larger ‘chunks’ of language

(like clauses, word groups, and phrases) that form meaningful message

structures,” (Droga, 2003, p. 17). During text de-construction, the teacher and

students begin to examine the groups of words with an emphasis on the

relationship between specific linguistic features and the intended function of the

text. The teacher thinks aloud as she reviews the first couple of paragraphs in this

text. The rest of the text is used for group and individual work. In this study, the

teacher deconstructed the model text A Visit to the Dentist Office, which is a

narrative descriptive text, highlighting the use of verbs and long noun phrases to

accomplish different functions of parts of the text. The goal was for students to

understand how the author used action verbs and long noun phrases to

descriptively name people, places, and things. Once initial connections between

form and function were made, the teacher and students compared the literary

descriptive piece with a descriptive expository text as well as a piece of

descriptive poetry. It is also important to note that while de-constructing the

expository piece, most students noted the difference in the use of verbs between

narrative and expository texts. In Figure 2, the model passage has notes that were

made as teacher and students de-constructed.


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Figure 2. Model Text Used in Teacher & Student Co-constructing

Group Deconstruction

In addition to teacher led de-construction activity, students de-constructed with

groups. The students used the same model text and worked in groups to identify


19

additional examples of the grammatical features targeted in the teacher lead discussion.

Putting the students in groups and allowing them to work with the model text provided

for an abundance of informal assessment opportunities. I noted while moving throughout

the classroom that the children were talking about the text and the things they were

noticing. This was a valuable time for them to talk about writing. The student would

explain to one another the difference in verb usage within the literary and factual text.

For example, the book If I Build a Car by Chris Van Dussen was used as a model for

descriptive text. After reading the text, the students were to explain the function of

adjectives and preposition within the text. To determine if the students could apply what

they had learned, they were given a model text. They used a Dinah Zike’s foldable® to

identify each preposition and prepositional phrase in that text (Zike, 2008). On the

outside flap of the foldable®, the students wrote the preposition and on the inside they

wrote the entire phrase. The students were asked to describe their room to someone who

had never seen it before using the linguistic features that were modeled in the book.

After repeated deconstruction of model text, it was evident that the group discussions

provided them with the confidence they needed to construct their own approximations of

the target genre.

Group Co-Construction

Another group activity used after a few weeks into the instructional sequence was

to take an unedited paragraph from a student’s sample and examine it for sentence variety

(referred to as sentence fluency in the rubric). Prior to working in groups, students were

introduced to ways to add sentence variety to their writing while at the same time

addressing the qualities of description. They were asked to improve variety by starting


20

the sentence with a (a) participial, (b) preposition, or (c) adverbial phrase. The teacher

modeled one paragraph with the students. Together they edited one paragraph and used

sentence variety. The teacher then had them work in groups on another unedited

paragraph to examine sentence variety.


21

Figure 3. Group Co-constructing Activity Using Sentence Variety

Construct Independently

With the background support and knowledge the teacher provided the students in

understanding how to construct and deconstruct text, the students were able to do it

I went inside to get a drink of lemonade. I put it on the kitchen table. I came back

outside. I sat on the sidewalk hoping I would find the magical flower.

As a class, the writing sample looked like this:

Class 1:

Inside the kitchen, I swiftly walked to get a glass of lemonade. Putting the empty

glass of lemonade on the kitchen table, I then skipped out the door. Silently, I sat on

the hot cement sidewalk hoping I would find the magical flower.

Class 2:

Inside the kitchen, I quickly rushed to the fridge to snag a refreshing glass of sweet

ice cold lemonade. Carefully putting the partially filled glass on the coaster, I

scampered through the hall and out the back door. I began to run as fast as a cheetah

in search of my stunning magical flower. Helplessly, I sat discouraged on the lumpy

hot patio hoping that the beautiful magical scarlet flower would appear.

Class 3:

Inside my house, I casually walked to get a cup of lemonade. After drinking the

lemonade, I gently put it on the kitchen table. Walking energetically to the door, I

stepped outside on the hot sidewalk. Sobbing, I sat on the sidewalk hoping I could

find the magical flower.

Class 4:

Inside the kitchen, I slowly drank a sour glass of pink lemonade. Carefully placing the

empty glass of lemonade on the wooden kitchen table, I scurried across the room out

the front door. I mournfully sat on the hot brick sidewalk, hoping to find the magical

flower.


22

independently. Another important distinction from other writing approaches is the time

and nature of revising. A majority of time during instruction was spent on the revising of

student work. Students at this level and at this age do not understand this crucial stage of

writing. They have a difficult time finding anything wrong with their writing. Strategies

were developed to help students fully understand this stage. These strategies will be

covered under the strategy section. The students were asked to use the linguistic features

found in the book If I Built a Car in their quick write. The writing prompt was to

describe your room to someone who has never seen it before. In this sample, the student

uses adjectival, feeling verbs, prepositions, and adjectives.

Figure 4. Sample of Student’s Descriptive Writing Following a Focused Revision


23

Overview of Instructional Targets

Before I began taking a new approach to language, I had the students write what

they did over the summer. This was a quick write that was timed and also served as

writing for baseline data. We would use the baseline data in conjunction with the other

pieces of writing to see growth in writing performance. During this approach, I

continually provided model text, modeled the strategy, allowed students to work in

groups, and finally have them work independently. Throughout these stages, I could

informally and formally assess whether the students understood the task.

Time was spent on understanding the differences between literary and factual

description, and also poetry in terms of specific linguistic features. In particular, we

began with particular nouns (adjectival), long noun phrases (prepositional phrases),

relating verbs, and action verbs. A Visit to the Dentist Office (123helpme.com), Sick by

Shel Silverstein, and Matter (excerpted from the science textbook) were used as model

texts to locate linguistic features within each of the model texts. The same model was

used to look at adverbials (provide extra detail about where, how, and with what) and

vocabulary to intensify description. To assess their learning, students were asked to

complete a quick writes using the grammatical features that were used during that

particular week. The table below will show in detail the linguistic targets, key

instructional materials, student activities, and the assessment used.


24

Figure 5. Description Details


25

We continued using the model text to establish a purpose and plan for the

descriptive writing in the context of narrative writing. Also, in the second week of

school, the students were introduced to the revision process using another model text

(Courtroom Imposters). The students were given different cases that had unrelated

details. The students have to decide which details did not belong in the paragraph. This

model text was used to introduce what happens during the revision stage of writing.

Again, the teacher modeled, students worked in groups, and then they worked

independently. Students were then introduced to rearranging details in the text.

Table 4. Overview of Linguistic Features

Linguistic Targets Key Instructional

Materials

Student Activities Assessment

Particular nouns Matter, Visit to the

Dentist Office, &

Sick

Identify nouns in

text in groups

Quick write using

particular nouns

Long noun phrases

(prepositions),

adjectivals

Visit to the Dentist

Office & Matter

Deconstruct text-

teacher and student

Dinah Zike’s

foldable-preposition

book

Adverbials &

relating verbs

Visit to the Dentist

Office

Individually identify

relating verbs (How,

When, & Where)

text tapping

Quick write using

adverbs and adverb

phrases

Verbs Up, Up, and Away Text tapping in

groups (verbs)

Individual text

tapping

Another objective was to understand the differences between literary and factual

description in terms of prepositional phrases and adverbials. A model text was provided

and the teacher and students deconstructed the text to find meaning and locate

prepositional phrases and adverbials. The students worked in groups to provide text

tapping strategies to literary description. The teacher used a practice writing passage as a


26

model text for the revising and editing stage of the writing process. The students were

asked to revise and edit this passage to submit for the publishing stage. At the end of the

week, the prompt was given for the quick write. The students were to describe a time

when they were scared and how they overcame that fear. They were to include

prepositional phrases, adverbs, and adverb phrases.

Composition Writing and Global Structures of Writing

The students need to understand the social purpose of the genre, structure, and the

key grammatical features. This approach contrasts greatly with what students are used to

in grammar and writing instruction because they are not presented with a five paragraph

model. In teaching global structure, the focus is not on the number of paragraphs, but

what structural elements should be included in each piece of writing to conform to the

target genre. The number of paragraphs depends on the writer organize ideas within the

text. Teaching genres in terms of structure and grammar at an early age helps students to

apply it to all types of text. It also avoids teaching formulaic writing. In higher grade

levels, the writing task becomes more difficult, and those taught using this approach do

not have difficulty writing a piece of text that contains two genres (Knapp & Watkins,

2005),

Narrative Writing Global Structure

Once students had some experience with specific linguistic features, the teacher

began exploring the global structure of narrative writing and expository writing. The

students and I compared and contrasted the grammatical features that each piece used.

We started looking at the function of the parts of speech within the text, then moved on to


27

the writing process of a narrative. Using the global structure, the students were aware of

what grammatical features should be included in the narrative piece, and what the internal

structure should contain for it to be a story (See Figure 6). The students were asked to

create a symmetrical creature and then write about their personal experience with the

creature that was created. The students incorporated particular nouns, action verbs, and

adverbials to their narrative writing. This piece of writing included the entire writing

process from brainstorming to publishing their work.


28

Figure 6. Global Structure for Narrative Writing

Expository Writing Global Structure

As the students and I began to explore the global structure of expository writing,

students began to identify parts of expository text and tell how the author organized the

Global Structure for Narrative Writing

Purpose

To instruct by using text that employs unusual and unexpected development of events.

Narratives often convey messages about how people are expected to behave when faced

with particular kinds of events in our culture.

Structure

Introduction-describes a setting in time and place; introduces main characters;

orients the reader to what is to follow

Complication-a sequence of events that may begin in a usual fashion, but then

change to include events that are unusual for one or more characters

Resolution-attempts to solve or overcome the problem

After thought-may state how the character may have changed or what lesson has

been learned.

Key Grammatical Features

Particular nouns that refer to central characters

Detailed noun groups to describe features or characteristics sing adjectives

Use of action verbs (usually past tense); use of saying and thinking verbs

Adverbs and dependent clauses to express important details such as time, place,

extent, and manner

Figurative language

Vocabulary to intensify descriptions

Droga & Humphrey, 2003


29

information that was given. The students also began to understand the author’s purpose

in writing expository text is to inform. Using the model text, the teacher spent class time

that focused on the strong use of causal verbs (be verbs) and how the author used

description. On another day, using the same text, the class was able to discuss the

importance of using text connectives (transitions) within their writing. The students

examined one lengthy paragraph from the text as a group and were able to insert text

connectives. After working in groups and talking amongst their peers, the students were

able to understand the function of text connectives. They discussed how these words

create the flow of the text. That week, the science teacher had been teaching about

electrical circuits, so at the end of the week, we combined with the science class to write

an expository piece over how an electrical circuit works. In writing about electrical

circuits, the students were able to apply the expository global structure and include text

connectives in their expository writing.


30

Figure 7. Global Structure for Expository Writing

Personal Explanation Global Structure

Since, the state assessment required the students to explain something personal,

we had to cover the global structure of a personal explanation (see Figure 8). The

students needed to understand the difference between writing an expository piece and

Global Structure for Expository Writing-Factual Writing

Purpose

Sequential explanations are concerned with how a process occurs. Causal

explanations are concerned with causes of events-why a process occurs.

Structure

Introduction-identifies and gives general information about the event.

Explanation sequence-a chronological sequence of the main phases of

a process or a cause and effect sequence of events.

Key Grammatical Features

Use of general, abstract, technical, non-human nouns

Factual and classifying adjectives to describe an event

Action verbs and be verbs in simple present tense to express events;

verbs that relate to cause/effect

Use of time conjunctions, time sequencing to sequence events in

sequential explanations

Use of causal conjunctions, causal connectives in causal explanations

Use of passive voice to foreground the object undergoing the process



31

having to write a personal explanation. Going over the global structures provided the

students with background knowledge of what makes up this piece of writing. Students

need to have the background knowledge of the global structure before they can begin to

apply that to their writing. After going over the global structure, the teacher had the

students work in groups to identify the introduction, background information, sequence

of explanation, and conclusion. The teacher and students compared the model text to the

global structure and understood the importance applying the global structure to their

writing. This is the prompt that was given to the students: Everyone has someone whom

they admire (look up to). Explain the traits this person has and why it makes them

admirable. Teaching each of these global structures in conjunction with a model text

provided the students with the foundation they needed to apply it to their writing. The

students were able to use this global structure to write their personal explanation paper.

Understanding the global structure gave them confidence to write on any given prompt

without hesitation.


32

Figure 8. Global Structure for Personal Explanation

Global Structure of Personal Explanation

An explanation of a personal experience should have these elements:

Introduction

-introduce your topic relating to the prompt giving general information about your topic.

Background

-give the background information about the topic before your explanation.

Explanation Sequence

-time order words and/or cause/effect

-explaining how and why

Restatement of Judgment

-restatement your point of view based on your explanation.

Types of Text Connectives

Showing cause/result so, then, therefore, as a consequence, consequently, as a result,

for that reason, due to, accordingly, because of this

Sequencing ideas

firstly/first of all, to start with, to begin, second, third, fourth, at

this point, to summarize, sum up, briefly, finally, a final point,

given the above points

Compare/Contrast

in that case, otherwise, however, nevertheless, despite this,

besides, yet, on the other hand, on the contrary, anyhow, anyway,

even so, at least, though



33

Strategies

Strategies were used to help students understand how grammar functions within

the text. Along with understanding the global structure, the students were given a model

text to identify the purpose, structure, and grammatical features.

Color Coding in Deconstructing Text

Since all students learn differently, a multisensory grammar approach was taken

(Carreker, 2002). This approach helped to reach multisensory learners. Each part of

speech was given a color. When identifying parts of a model text, we would color code

the grammatical features used in the piece of writing. This helped the students also see

how the linguistic features are used and how they function within the text. For example,

the students could see within the text how a preposition works. They were able to see

that you could have a preposition at the front of the sentence, in the middle, or at the end.

The teacher gave the students color coded cards and would have them arrange themselves

in sentence order. The students had to come up with a sentence that followed the pattern

of the cards. Students could see what a difference adding all parts of speech made to a

sentence. By giving them a color, the students could also see the structure of a sentence

to see if it had sentence variety. That is, they determined if it followed a simple subject

verb object pattern, or whether or not some form of embedding is used, like starting the

sentence with a preposition or a participial. The following figure shows an example of

how the students could see how each part of speech functions within the model text (see

Figure 9).


34

Figure 9. Color Coding Strategy Used in Model Text

Text Tapping in Reconstructing Text

Another writing strategy used was called text tapping. Text tapping is a

combination of guided reading and writing strategies. Meeks & Austin state, this strategy

helps “tap into students’ tacit knowledge of text” (Meeks, 2003). This strategy helps

beginning writers work with unfamiliar text because they are provided with a model to


35

build their own text substituting (inserting blanks throughout the text) different linguistic

features. This is a higher level skill requiring students to critically read one text and write

the second text (Meeks, 2003). For example, using the model text students were asked to

insert a new word into the blank that pertains to that particular part of speech. This

allowed the students to see how a particular part a speech functions within the text.

Using this strategy gave them an opportunity using the model text to semi-construct one

of their own. Students gained a strong confidence to be able to use the linguistic features

within the text and understand how changing linguistic features within the text can make

new meaning in the text they were text tapping. The teacher modeled the strategy several

times for students before allowing them to work in groups. The students worked in

groups using this strategy before the independent phase of implementation, and finally

they employed this strategy independently. The following figure shows an example of

students’ text tapping to the poem ‘Sick’ by Shel Silverstein. Another writing strategy

used was called text tapping. Text tapping is a combination of guided reading and

writing strategies. Meeks & Austin state, this strategy helps “tap into students’ tacit

knowledge of text” (Meeks, 2003). This strategy helps beginning writers work with

unfamiliar text because they are provided with a model to build their own text

substituting (inserting blanks throughout the text) different linguistic features. This is a

higher level skill requiring students to critically read one text and write the second text

(Meeks, 2003). For example, using the model text students were asked to insert a new

word into the blank that pertains to that particular part of speech. This allowed the

students to see how a particular part a speech functions within the text. Using this

strategy gave them an opportunity using the model text to semi-construct one of their


36

own. Students gained a strong confidence to be able to use the linguistic features within

the text and understand how changing linguistic features within the text can make new

meaning in the text they were text tapping. The teacher modeled the strategy several

times for students before allowing them to work in groups. The students worked in

groups using this strategy before the independent phase of implementation, and finally

they employed this strategy independently. The following figure shows an example of

students’ text tapping to the poem ‘Sick’ by Shel Silverstein.


37

Figure 10. Sick Poem by Shel Silverstein for Text Tapping


38

Subject & Predicate Chart in Constructing Text

The editing and revising stage is the hardest stage to teach younger students

because they do not understand what is wrong with their writing. To them, everything

looks great; thus, the editing and revising stage is usually omitted because they lack

understanding of the purpose in this particular stage. Also, it is difficult for younger

students to analyze their writing while they are also learning how to write.

For that reason, the subject/predicate chart strategy was introduced. The students

do understand sentence structure, particularly that each sentence must contain a subject

and a predicate for it to be complete. At the time this strategy was introduced, the

students were writing basic sentences that follow the pattern of short choppy sentences

following the basic sentence structure of subject-verb-object pattern. With this structure

we could add variations. Once students mastered the basic sentence structure, they were

introduced to varying sentence structures; however, they were not confident in

themselves to try something new.

The strategy was introduced using a short paragraph and modeling how the

strategy works. Together, teacher and students put the paragraph into the chart in that

format; the students are able to check for sentence variety. The students could visually

see that each sentence started with the same subject, and the repetition of the same verbs

throughout the paragraph. From this, they were able to edit the paragraph for sentence

variety and make new sentences.

A paragraph from one student’s writing. As a class, with the teacher modeling we

were able to look at various things. When the students had the paragraph at the top of the


39

page with this table under constructed underneath the paragraph, they were able to

correctly put each sentence in the chart. As they were asking the questions: Who or

What am I talking about? What did they do? The students were able to identify

incomplete and run-on sentences. Once sentences were put into the chart, the students

could check for a variety of things. The first thing they could look for is to see if their

verbs match the writing task (expository or narrative). When students were working in

groups using this strategy, they were talking about how the person that wrote this

paragraph used many “be” verbs when in fact he or she should have been using more

action verbs. Having students talk about their writing and critiquing one’s own writing is

difficult at this age, but conversations unfolded about what the writer could have done to

improve this paragraph. The other writing quality students can examine more directly

with this chart is sentence variety-- the use of different sentence structures. Using this

strategy chart students could more clearly deduce that the writer relied on only one

sentence structure. In addition, the students were also able to add transitions where they

were appropriate along with varying sentence structures. The following Figure 11 will

show how the students used this strategy in groups and the final product of the paragraph

after editing.


40

Figure 11. Paragraph Sentence Fluency Group Activity


41

After using the subject-predicate chart, the students were able to revise and edit

the original paragraph. The students inserted transitions to improve sentence variety as

well as provide additional circumstantial information.

Figure 12. Revised Group Paragraph from Previous Page


42

CHAPTER IV

RESULTS AND ANALYSIS OF DATA

Scoring Student Work

Two graduate students unfamiliar with the students and blind to student ability

level scored all of the written responses. These graduate students had recently completed

a course in functional grammar where they routinely analyzed student writing. The

graduate students met with the chair of this thesis and practiced scoring student work

based on the rubric. This process began with an explanation of the rubric dimensions and

thorough discussion of the qualities for each score point. Graduate students scored sets

of two student responses independently and percentage of exact score agreement was

calculated for each dimension. This continued until exact agreement reached 80%. At

this time, the graduate students scored each class set independently.

Total Score Trends

There were a total of 9 responses scored for each student including the baseline

quick write. The lines for the total score trend begin to converge by the last time point

(T9; T represents time). This means that all students are starting to perform similarly

from time six to nine (T6-T9) on each of the writing dimensions. In the graph, notice that

the low ability students were significantly lower than the moderate and high ability

groups. They were at a disadvantage before we began to implement this approach.

However, at T6 the writing performance of the low ability students was similar to the

higher ability students. This trend demonstrates the potential for the functional grammar

approach, in not only improving the quality of writing performance for all students, but

also doing so in a manner that benefits all students equally. That is, these trend lines


43

Total Score Trends

0

5

10

15

20

25

T1 T2 T3 T4 T5 T6 T7 T8 T9

Low Moderate High All

indicate that the instructional approach reduced the achievement gap between lower and

higher ability groups.

Table 5. Total Score Trends

By the end of the reporting of the T9 sample all high, medium, and low students

finished strong. This is very significant to the low students who began at a disadvantage.

This graph clearly shows the impact the functional grammar approach has on student

writing.

The graph below shows the total score by gender. With the exception of T1, it is

very evident that the males started out below the females, but at T6 (Time 6) the males

converged with the females. T6 was a critical point because we used the subject

predicate strategy was used to improve writing quality by adding sentence variety. At

this point students began to understand and use various grammatical forms to increase

sentence variety. By T9, the boys were just as high as the girls.


44

Table 6. Total Score by Gender

The figure on the next page shows each of the dimensions scored by gender.

0

5

10

15

20

25

T1 T2 T3 T4 T5 T6 T7 T8 T9

Male Female All

Total Score by Gender


45

Table 7 Rubric Dimension Score Trends by Gender

Point of View/Analysis Forms

0

1

2

3

4

T1 T2 T3 T4 T5 T6 T7 T8 T9

Male Female All

0

1

2

3

4

T1 T2 T3 T4 T5 T6 T7 T8 T9

Male Female All

Structure Fluency

0

1

2

3

4

T1 T2 T3 T4 T5 T6 T7 T8 T9

0

1

2

3

4

T1 T2 T3 T4 T5 T6 T7 T8 T9

Grammar (Syntax) Conventions

0

1

2

3

4

T1 T2 T3 T4 T5 T6 T7 T8 T9 0.00

1.00

2.00

3.00

4.00

T1 T2 T3 T4 T5 T6 T7 T8 T9

Note: sample sizes vary by time points; T1 = 78; T2 = 72; T3 = 75; T4 = 79; T5= 59; T6 = 75; T7 = 68; T8 = 71;

T9 = 65.


46

Analysis Score Trends

The analysis score was used to measure word choices and the writer’s attempt to

present specific views. The baseline sample indicated that the low students had

significantly lower scores than the other two ability groups. All ability groups slowly

increased from time 1 (1.48) to time 2 (2.08), but for the low ability level students’ score

remained the same from T2 to T3.

Form Score Trends

The form dimension score shows that the writers started out at a score point of “2” (2.0).

In this dimension score point of “2” it shows that the forms were linked to the genre, but

had many errors or limited variation. This clearly shows that the students had some

knowledge of the genre they were writing about. In the gender chart it shows that the

boys started out slightly lower than the girls, but throughout the sample they were

relatively close in each of the samples scored. It is important to notice that they did

improve after writing each sample, and both finished at the same point (See Table 7).

They finish strong with adequate variation in their writing, but still lack enough extensive

variation to receive a score point of “4”. It is important to note that the low ability level

students always scored below the moderate and high ability level students. However,

they did improve each time. In the following sample, this student’s form was linked to

the genre of expository explanation writing.

Fluency Score Trends

It is important to notice that the low ability level students were at a big disadvantaged

when they began writing at T1. They trailed slightly behind the other two ability levels


47

until the critical writing assignment at T6. T6 (3.37) has been a critical point in all

writing dimensions. More activities using the subject and predicate chart are necessary

because the students clearly understood how to use sentence fluency in their writing

using this chart. The moderate group achieved a higher score than the high and low

ability groups. The students slightly declined on T8 (3.04) and T9 (3.03). However, it is

important to note the timing of this assignment. This assignment was given the week

before getting out for Christmas break. I believe this is the decline for their progress after

T6. The students started out with the understanding of how to write a complete sentence;

however, not all the ideas are well connected. At the end of scoring their writing

samples, the students did end at a score point of “3”. This shows the students were

gaining competency in connecting their ideas, but not consistently trying to use

transitions in their writing. There was not a major difference in males and females. The

females slightly outscored the males in this writing dimension (see Table 6).

Grammar & Convention Score Trends

These last two dimensions are placed together because they focus on the traditional

grammar methods. In the grammar and convention dimension, the students start out

really strong and maintain that from the beginning sample to the last sample scored.

There was not a difference in the ability groups or gender. They followed the same trend

in this dimension. This graph shows that once the students have a grasp of grammar, they

are able to use it in their writing. These two dimensions really do not add to the quality

of their writing. The mean average for the grammar dimension is 3.06 at the Time “1”

and Time “9”. While the average mean for the conventions dimension is 3.13 at Time

“1” and Time “9”. This is evident in the flat line in the graph on these two writing


48

dimensions. The low ability level students did begin below the other two ability groups,

but did converge with the moderate and high ability groups.


49

Table 8. Rubric Dimension Score Trends

Note: sample sizes vary by time points; T1 = 77; T2 = 71; T3 = 74; T4 = 79; T5= 59; T6 = 75; T7 = 68; T8

= 71; T9 = 65.

Point of View/Analysis Forms

0

1

2

3

4

T1 T2 T3 T4 T5 T6 T7 T8 T9

Low Moderate High All

0

1

2

3

4

T1 T2 T3 T4 T5 T6 T7 T8 T9

Low Moderate

High All

Structure Fluency

0

1

2

3

4

T1 T2 T3 T4 T5 T6 T7 T8 T9

0

1

2

3

4

T1 T2 T3 T4 T5 T6 T7 T8 T9

Grammar (Syntax) Conventions

0

1

2

3

4

T1 T2 T3 T4 T5 T6 T7 T8 T9

0

1

2

3

4

T1 T2 T3 T4 T5 T6 T7 T8 T9


50

CHAPTER V

FEATURED STUDENT WORK

The following examples highlight the improvement of Ricky, our dyslexic

student. The beginning sample is very short and lacks clarity of the writing task. His

word choice somewhat reflects his attempt to present specific views. It is evident

Ricky’s writing is very short, and he did not elaborate on the prompt.

Figure 13. Beginning Sample of Low Ability Student


51

In the second sample of the student’s work, he is still having difficulty with

grammar and conventions, but attempts to take a risk in being more specific with his

word choice to present specific views on the given prompt. For example, I saw grill

cheese with streme (string) cheese and wite (white) bread and I felt that worm

(warm) feeling and that crunch. Although the student has difficulty spelling, he still

makes an attempt to put specific details about the grilled cheese. In this particular

prompt, students had to write about a grilled cheese sandwich using their senses.

Figure 14. Sample of Low Ability Student Midway


52

In the third sample, Ricky is still having difficulty with spelling and sentence

structure; however, it is an improvement from the previous sample. Improvement is also

apparent in his word choices. They are more precise and present a specific view when

asked to write about something that was important to him. The prompt also elicited

explanation about what makes that item important. Ricky has improved in several of the

dimensions on the writing rubric. The student also improved on structure and form from

beginning to end. The biggest improvement in Ricky’s sample is his organization. He is

still having difficulty with putting one letter on the line, then starting the next paragraph.

Not only are his sentences complete, but his handwriting has definitely improved. This is

evident in the sample Figure 15.

Figure 15. End Sample Writing for Low Ability Student


53

Amy, a high student, demonstrated that she starts out with command of

her choice in words in the sample. Writing about her trip to Stillwater,

Oklahoma, Amy did not use adjectival phrases. She did however, in this sample,

use the adjective pretty. When I walked into the gym I was pretty nervous. It

is evident Amy is strong in the convention and grammar dimensions. She shows

an understanding of proper sentence structure, but is not showing strong control

of the other four dimensions (Analysis, Forms, Structure, and Fluency). Thus,

this evidence is displayed in the total score by dimensions (see Table 11).

Figure 16. Amy’s Sample Not Specific to Adjectival Phrase


54

Amy’s sample midway though this study showed improvement in words choice

and analysis. Her word choices do reflect her attempt to present specific views about her

creature. In the dimension of sentence fluency, she is not fully confident in using

sentence variety, but is still attempting to try it. In this sample she uses the next day

several times in her writing, but it shows she is attempting to connect her ideas together.

L

Figure 17. Writing Improvement Sample on Creature Prompt


55

In the previous sample, the students were asked to take prior knowledge

from their math class about symmetry and apply it to this prompt. The students

had to use paint to create symmetrical creatures (after evaluating what their

painting looked like some of them looked like an item instead of a person) and

write a story with that creature (item) as a character or item in the story.

Amy’s final writing (see Figure 18) shows the improvement that Amy has

in her choice of words to present specific views. She has become more confident

in her ability to use linguistic features to present specific views in her writing

about a memorable moment with a friend. Amy has also added participant roles

(transitions) which help the reader understand what is going on in the text. This

sentence variety that this student has throughout her paper shows that she has

complete complex sentences throughout this sample.

Another important note about this student is her ability to have a deep

understanding of linguistic features and their function within the writing. In

listening to her conversations with other students she became a “teacher” in her

own way helping other students learn the functions of grammar within a given

text.

When comparing her beginning writing to one of her samples later in the

year, you can definitely see how much progress was made. In the beginning, she

had strong control over traditional grammar, but using the functional grammar

approach it took her to a higher level of understanding the importance of how

language works within a given text.


56

Figure 18. Final Writing Sample Showing Improvement in Analysis Dimension

This last sample is of a student who started out with moderate ability, but by the

end of our study showed improvement in taking a global structure using a model and

applying to their prompt they were given. Throughout this study, I would introduce the


57

students to the global structure of each genre and present them with a model text (see

Figure 8). Rather than a formulaic method, this helped the students organize their writing

and understand what linguistic features make up this genre. This student clearly

understood the structure of a personal explanation.

Figure 19. Student Sample of Form & Structure Dimensions

In regards to the Writers Self Perception Scale (introduced on page 6), I felt that

when the children had a positive attitude about their writing it would, in turn transfer to

quality writing. I did notice while implementing this approach that the students had a


58

“hunger” to learn more than just the definitions of the parts of speech. They would

participate fully in class discussion during constructing and deconstructing text.


59

0

20

40

60

0%

20%

40%

60%

80%

100%

120%

Met Expectations

Percentile Score

Student Count

CHAPTER VI

DISCUSSION

The students took our district benchmark (TEK check) in the fall and spring.

Texas is giving a new assessment this year called STAAR (State of Texas Assessments of

Academic Readiness). Since, the test is testing on a higher level; the district has set

expectations to 50%. To further support the effect this approach had on these students,

they scored well above the district expectations. The Met Expectations refers to district

expectations and the percentile score is the average of the test taken.

Table 9. Fall TEK Check Results for Fourth Grade Class

It is also important to note how high they scored on the state expectations that

pertain to the function of language. The students did much better on the fall assessment.


60

0 20 40 60 80 100 120 140 160 180 200 220 240 260 280 300 320 340

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Met Expectations

Percentile Score

Student Count

The questions on the Spring Sample were questions that the State of Texas had released

as examples of STAAR. By looking at Table 8 & 9, it is evident that our fourth grade

students subpopulations performed higher than district scores. This indicates that the

Functional Grammar approach has potential in improving student writing for all students.

Table 10. District Fall TEK Check Results

The Spring TEK check was given six weeks prior to our state assessment. It did

include more of the released questions from the state. These questions were released as

samples, so teachers and administrations have an idea of what the students are expected

to see on the test. The met expectations for this assessment were 50%. The Fourth grade

students clearly were above the district set met expectations for the new STAAR

assessment. When reviewing data after each assessment, we focus on state expectations

that were below 50%, and our fourth graders did not have any state expectations below


61

0

20

40

60

0%

20%

40%

60%

80%

100%

120%

Met Expectations

Percentile Score

Student Count

50%. Since, this test is more rigorous I believe that using this approach had a positive

effect on the students writing quality.

Table 11. Spring TEK Check Results for Fourth Grade Class

The district results show that our fourth grade students out performed in the

Spring well above the district met expectations of 50%. In our sub-population groups our

students performed 10% or more than the district scores.


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Table 12. District Spring Results from TEK Check

Based on the data that has been presented, teaching grammar in a functional way

has given these students a strong foundation in the function of language. Using this genre

based approach helps students develop their academic language (Schleppegrell, 2003).

“By analyzing the underlying expectations for the different types of texts students are to

write we can develop descriptions of pathways into academic writing” (Schleppegrell,

2003). Improving essay writing is more beneficial than short answer because it provides

students with the opportunity to think about a topic and make connections to what they

know (Langer, 2000). Teaching grammar in a functional way has many benefits, but the

most important benefit is improving essay writing. This is a skill that will lay the

0 20 40 60 80 100 120 140 160 180 200 220 240 260 280 300 320 340

0%

10%

20%

30%

40%

50%

60%

70%

80%

Met Expectations

Percentile Score

Student Count


63

foundation for quality written and oral communication. As a result, our students will be

able to successfully use this lifelong skill in all careers.


64

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