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6-5-W-5

Page history last edited by Tammy Sparkman 5 years, 7 months ago

Standard 5: Language
Students will apply knowledge of grammar and rhetorical style to reading and writing.

WRITING: Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.
6.5.W.5 Students will recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
Student Actions	Teacher Actions
Students make sure that all pronouns have a clear antecedent. Students learn to recognize and correct sentences with missing, unclear, or ambiguous pronoun antecedents. Students correct pronoun antecedents by turning the pronoun into an adjective, replacing the pronoun with a noun or noun phrase, or revising the sentence more extensively.	Teachers model how to make pronoun antecedents clear. Teachers provide opportunities that allow students to recognize and correct sentences with missing, unclear, or ambiguous pronoun antecedents. Teachers monitor and provide feedback for students to recognize and correct vague pronouns. Teachers instruct that every pronoun must have a clear antecedent, either earlier in the sentences or in a preceding sentence. Teachers instruct that pronouns are useful for simplifying sentences and must be used correctly or the reader will be confused. Teachers explain that ambiguous refers to something that can have more than one possible meaning.
Supporting Resources	Teacher Insights
tes.com:vague pronouns	Every pronoun must have a clear antecedent, either earlier in the sentence or in a preceding sentence. If the antecedent is unclear at all, the sentence should be restructured to make it clear. Ambiguous: Jack and Duncan looked throughout his house for his tablet. In this sentence, the two his pronouns could refer to just Jack, just Duncan, or a combination of the two. Corrected but wordy: Jack and Duncan looked through Duncan’s house for Jack’s tablet. Corrected and succinct: The boys searched Duncan’s house for Jack’s tablet. Ambiguous: Sarah told her sister Cindy that she was working too hard. In this sentence, the pronoun she could refer to either Sarah or her sister. Corrected but redundant: Sarah told her sister Cindy that Cindy was working too hard. Corrected and not redundant: Sarah worried that her sister Cindy was working too hard and told her so. Unclear: The mother of the young video game designer wanted him to give it up. In this sentence, the pronoun it could refer to any number of things: designing video games in general, working at a particular video game company, working on a particular video game, etc. Corrected: The mother of the young video game designer wanted him to give up drinking energy drinks while at work. Many students will not recognize when they’ve made this mistake. The student can correct vague pronoun antecedents by turning the pronoun into an adjective, replacing the pronoun with a noun or noun phrase, or revising the sentence more extensively.
Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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