An informal writing prompt
One important and often-broken rule of grammar is that a pronoun should refer to the last preceding noun. By following that rule, writers help readers grasp the meaning of a sentence without rereading it. Following the rule also keeps readers from snickering over an absurd idea created when a writer ignores the rule.
Today’s writing prompt, which uses an historical fact prominently printed on the front of a rural chamber of commerce’s newsletter, would help your students learn why that rule is a rule.
Begin the mini-lesson with a statement of the rule. To make sure students pay attention, write the rule on the board or display just the rule using whatever technology you have for projecting information. To make sure students understand the rule, restate it at least once using some alternative to last preceding noun. You could say, “In other words, a pronoun should refer to the person, place or thing named at the left of the pronoun.” Or you could say. “A pronoun is a substitute for an already-identified person, place, or thing.”
Then say something like this:
“I’m going to show you what appears to be a three-sentence historical fact that was published in a small town chamber of commerce’s newsletter. Then I’m going asks you for some observations about the item.”
Ideally, you should show students the item in context, so that even if the picture is fuzzy, students get the idea that a photograph accompanying the written item shows a building with a windmill on its roof. Here’s the historical fact:
Mt. Pleasant Drive, showing part of the water system, circa 1890. This was the Roberts Waterworks. The huge windmills pumped water from two deep wells into a reservoir, which was then pumped into the village.
Watch students’ faces. You’ll be able to tell which ones see the grammatical (and engineering) problem of pumping a reservoir into the village.
Now say something like this: “Write one sentence in which you identify all the pronouns in that historical fact. You have 30 seconds to write.” Time students as they write. Then go on to a second, third, fourth, and final task.
“Next, I’d like you to write one sentence in which you tell me what the nearest preceding noun is for each of the pronouns you identified in your previous sentence. You have 30 seconds to write.”
“Now pretend you’re the writer of the item about the waterworks. Rewrite the sentence or sentences in which you found a pronoun that didn’t refer to the noun at its left, fixing the sentence or sentences so they won’t make anyone snicker. You have 60 seconds to write.”
“Finally, aside from any problems you found with pronouns that the writer dropped too far from their preceding nouns, is there anything else about this historical fact that you think sounds funny? Tell me in one or two sentences what other problem you find in that historical fact. You have 90 seconds to write.”
If you wish and have enough time, you may want to have students share their ideas about the other parts of the item that sounded funny to them. You’ll have some students who recognize that the first of the three sentences isn’t a sentence at all. I suspect it probably was the caption for the photo in the book Stones from the Walls of Jericho. Captions are not always full sentences.
Collect the informal writing to scan to see who struggled with the assignment. Informal writing prompts should prompt you to take precautionary measures to keep students who didn’t get material the first 14 times it was presented from missing it again in your classes.
© Linda G. Aragoni