1. Using Grammatical Structures to Teach Writing For TeachersBased on the book Image Grammar by Harry Noden

2.  Participles  Absolutes  Appositives  Action Verbs  Adjectives Shifted Out of Order http://www1.istockphoto.com/file_thumb view_approve/2296341/2/istockphoto_22 96341_artist_s_palette.jpg

3. ◦ Definition:  “-ing” words or phrases tagged on the beginning or the end of a sentence  Example: “-ing” = present participle; “-ed”= past participle ◦ What they can do:  Add description to an otherwise bland sentence or string of sentences. Specifically, they give motion to a sentence.

4. The soccer player kicked the ball. Grunting and arching with effort, the soccer player kicked the ball,

5. The fish was caught on the line. Rising from the water, the fish, caught on the line, thrashed violently.

6. 1) The diamond-scaled snakes attacked their prey. 2) The football player ran towards the end zone.

7. ◦ Definition:  Simply put, they are nouns + an “-ing” participle. ◦ What they can do:  Add description to a noun, a subject, or a phrase acting as a noun.

8. The mountain climber edged along the cliff. The mountain climber edged along the cliff, hands shaking, feet trembling. www.freesoloist.com/page14.html

9. 1) I ran to catch the bus. 2) The diver peered once more at the specimen.

10. ◦ Definition:  A noun phrase that adds a second description, image, or idea to a previous noun.  Simply, it means that you ‘re-name’ a noun with a word or a phrase. ◦ What they can do:  Add more description to the subject (person, place, thing, idea) of sentences.

11. The boat bobbed lifelessly in the Lake Michigan swells. The boat, a small weathered trawler with a faded inscription -- “Lucky Lady” --on the stern, bobbed lifelessly in the Lake Michigan swells. www.aquafind.com/wholesalefish.php

12. 1) The racoon enjoys eating turtle eggs. 2) The woman smiled upon her newborn grandson.

13. ◦ Definition:  Avoid “passive” voice: It was raining. I had been reading. The cookies were taken. (Watch out for “be” verbs.)  Use a verb that does something! ◦ What they can do:  Give a sentence ACTION and movement.

14. The snake was under the porch. http://thinkinginvain.blogspot.com/2007_08_01_archive.html The snake waited under the porch.

15. 1) I ran to catch the bus.

16. ◦ Definition:  Adjectives are descriptive words that help color and enhance pictures in reader’s minds. ◦ What they can do:  Give a “safe” and “ordinary” sentence more sophistication. Shifted Out of Order

17. The young, nimble, and well-trained gymnast clearly outclassed her amateurish opponents. Shifted Out of Order The gymnast, young, nimble, and well- trained, clearly outclassed her amateurish opponents. http://photo.kstaken.com/pictures/gymnast1.jpg

18. 1) The boxer felt no compassion for his contender. 2) I could smell the pies cooling on the windowsill.

19. Look back over your practice sentences. Pick and choose parts (brush strokes) that you thought were particularly effective, and see what you can come up with for a final sentence. Just like in art, the basic brush strokes are meant to be combined and to work together.

20. This slide presentation is meant to be a GUIDED tutorial and is meant to be shown as a slide show to illustrate the brush strokes. See speaker’s notes for ideas on how to use the slides. NEXT Return to Beginning of Slide Show

21. This is a brief introduction and overview of Harry Noden’s 5 Basic Brush Strokes from his book Image Grammar.Image Grammar. They are basic grammatical structures that give movement and “picture” to text. This is only intended to give the big picture, with practice and further examples to follow. Return to Beginning of Slide Show Book Information: Noden, Harry. Image Grammar: Using Grammatical Structures to Teach Writing. Portsmouth, NH: Boynton/Cook, 1999. ISBN 978-0-86709-466-4 / 0-86709-466-4 / 1999 / 224pp / Paperback (Grade level 6-10)