Standard 5: Language

Students will apply knowledge of grammar and rhetorical style to reading and writing.

Student Actions 

Teacher Actions 

• Students will be able to explain that parallel structure is when writers use the same pattern of words to show that two or more ideas have the same level of importance (e.g., Mary likes hiking, swimming, and bicycling).

• Teachers explain that parallel structure is when writers use the same pattern of words to show that two or more ideas have the same level of importance (e.g., Mary likes hiking, swimming, and bicycling).
• Teachers provide opportunities for students to identify parallel structure.
• Teachers provide opportunities for students to analyze how parallel structure impacts meaning.
• Teachers provide opportunities for students to receive feedback on their analysis of parallel structure.

• Students will explain how sentence structures (syntax) and variety affect meaning.

• Teachers review how to use phrases and clauses.
• Teachers introduce parallel structure and how and why it is used.
• Teachers provide examples of appropriate syntax, fluency, and structure.
• Teachers demonstrate how to analyze syntax to find its impact on the reader.
• Teachers provide students opportunities to analyze syntax to find its impact on the reader.
• Teachers provide opportunities for students to receive feedback regarding their analysis of syntax. 

Supporting Resources 

Teacher Insights

• OAS Grammar Companion Pages 11-14
• Purdue OWL: “Phrases” (website)
• Purdue OWL: “Clauses” (website)
• Khan Academy: Phrases and Clauses (video) 

• Because this is a reading standard, the intent of this standard involves studying the arrangement of words (syntax) and analyzing the effect.

• Parallel structure occurs when writers combine words, phrases, and clauses remaining consistent in the structure of each.  

• The function of parallel structure varies but may include adding clarity, emphasis, and/or rhythm to sentence.

• The following article goes into detail on the power parallel structure has on writing:   “The Power of Parallelism.”

• Examples:

• Not Parallel: Beth likes running, biking, and to swim laps in her pool.

• Parallel: Beth likes running, biking, and swimming laps in her pool.  

• Not Parallel: A time not for words but not action.

• Parallel: A time not for words but for action.

• The terms phrases and clauses should not be used interchangeably.  

• Each term refers to a group of words. However, a clause includes both a subject and a verb while a phrase is simply a group of words that can form part of a clause.

• The Purdue Owl Writing Lab has definitions and examples of the different types of phrases and clauses.

• While it is important to spend some time explicitly teaching and modeling the various phrases and clauses, this should not be done in isolation. In other words, rather than setting a few weeks aside for a unit on phrases, it would make more sense to bundle this standard with other standards involving literary analysis or evaluating arguments.

• An important focus for this standard is the necessity to go beyond identifying and labeling types of syntax and phrases. The intent is not for students to simply be able to name different types of phrases, but to comment on the impact syntax has on a reader.

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.