Readers really do need some level of awareness of syntax to get themselves out of fixes when things aren’t clicking, moments when sense-making is disrupted, confusing, disturbing our customary fluency and progress.
Speaking as a former student, not as a teacher: I don’t recall ever being formally taught syntax for cueing. My 4th grade teacher was fanatical about diagramming sentences, though. That has stuck with me like glue throughout many decades, and served me well!
Same here. Syntax is an essential part of any linguistic system. The functions divide into two classes of operation at the boundary of verbs and verbals and substantives (nouns and derivatives). In my opinion, diagramming gets a bad rap because lots of young learners find the pedagogy controlling and frankly without purpose. Those dimensions can be changed through design of pedagogy
Speaking as a former student, not as a teacher: I don’t recall ever being formally taught syntax for cueing. My 4th grade teacher was fanatical about diagramming sentences, though. That has stuck with me like glue throughout many decades, and served me well!
Same here. Syntax is an essential part of any linguistic system. The functions divide into two classes of operation at the boundary of verbs and verbals and substantives (nouns and derivatives). In my opinion, diagramming gets a bad rap because lots of young learners find the pedagogy controlling and frankly without purpose. Those dimensions can be changed through design of pedagogy