What is syntax?
Syntax is the “rule system governing sentence formation; the study of sentence combinations that conform to the underlying rules of sentence structure” (Moats, 2020, 305). Basically, syntax is what we learned in school as grammar. It’s how sentences have to formed in order to convey meaning and includes punctuation and parts of speech. Different syntax rules exist in every language, some varying more or less from English.
Readers must be able to understand sentences, but they must do so like proficient language users, not linguists. If a student can construct sentences that make sense and tease out the meanings of those sentences they confront in texts, then I don’t care much whether they can explain the difference between an infinitive and a participle or know what a gerund is.
Shanahan, 2020
We need to teach syntax for two reasons: so students can comprehend more complex syntax and so they can better communicate their thoughts. Syntax matters for both written and spoken language. Although specific language terms inevitably need to be used when teaching syntax, the goal isn’t for students to memorize these terms. They don’t need to be able to explain the linguistic terms they learn. The goal is for students to be able to apply their learning and understand more complex syntax that they read or hear and use it in their own communication.
Students are Language Experts
Language Study,” they recommend approaching teaching syntax with the view that students are experts of language. For students who’s first language is English, they’ve been using and learning the language their whole lives. Although they might not be able to explain in linguistic terms what they know, they innately know many of the syntax rules that would need explicit teaching to someone learning English as their second language. This knowledge can be leveraged in lessons. Rather than laying out rules for them, show patterns of words associated with the rule being focused on and see if they can investigate to figure it out. An example of this is the ordering of adjectives. Although a student couldn’t tell you why “the red, big truck” is wrong, they innately know that it doesn’t sound right. The correct order of the adjectives is “the big, red truck.” The “Patterns of Power” program aligns with this idea of leveraging what students already know about language and building from it.
Mentor Sentences
Another strategy that can be applied to teaching syntax is the use of mentor sentences. As outlined by Lauralee from Language Arts Classroom, rather than using a boring sentence from a grammar textbook, find a sentence in a book currently being read in class or another example of literature that can increase student engagement. An added bonus is that using a sentence from a book being read in class is that they will better understand the story being read. This could also involve students suggesting sentences to examine and learn from. Using mentor sentences shows students why grammar matters and might get a students interested in a new book. (Lauralee, 2024)
English Language Learners
When teaching ELL students about syntax, learn about their first language and use the syntax differences between the two languages as the foundation of learning and understanding. For example, many other languages list adjectives after the nouns rather than before. If this contrast applies to the ELL student being taught, explicitly discuss this with them. Show them the difference and that this is the syntax rule for English.
The Writing Rope
Similar to Scarborough’s Reading Rope, the Writing Rope framework by Joan Sedita breaks down the individual skills required for skilled writing. As shown in the image below, these skills include critical thinking, syntax, text structure, writing craft, and transcription. Like reading comprehension, these individual skills that contribute to the overall writing ability can be worked on individually, separate from writing. (Sedita, 2022, ch. 1)
Strategies for Teaching Syntax
I developed the below language study lesson using a mentor sentence from A Wizard of Earthsea by Ursula K. Le Guin. I used one of the invitations from Patterns of Power for Grades 6-8.
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References
Anderson, Jeff; Leech, Travis; & Clark, Melinda. (2021). Patterns of Power, Grades 6–8: Inviting Adolescent Writers Into the Conventions of Language. Routledge.
Devereaux, M. D., & Crovitz, D. (2018). Power Play: From Grammar to Language Study. English Journal, 107(3), 19–25. https://doi.org/10.58680/ej201829462
Lauralee. (2024, June 12). Unlocking Literature’s Grammar Mentor Sentences. Language Arts Classroom. https://languageartsclassroom.com/grammar-mentor-sentences/
Moats, Louisa Cook. (2020). Speech to Print: Language Essentials for Teachers. Paul H. Brookes Publishing Co.
Sedita, J., & Hasbrouck, J. (2022). The Writing Rope : A Framework for Explicit Writing Instruction in All Subjects. (1st ed.). Brookes Publishing. https://ebookcentral-proquest-com.proxy.queensu.ca/lib/queen-ebooks/reader.action?docID=7054424&c=RVBVQg&ppg=26
Shanahan, T. (2020, October 3). Why We Need to Teach Sentence Comprehension. Shanahan on Literacy. https://www.shanahanonliteracy.com/blog/why-we-need-to-teach-sentence-comprehension
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