Standard 5: Language

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

Student Actions 

Teacher Actions 

• Students will use parallelism effectively, ensuring all items listed represent the same parts of speech.

• Teachers introduce parallel structure and how and why it is used.
• Teachers provide examples and non-examples of effective parallelism.
• Teachers provide opportunities for students to use parallel structure.
• Teachers provide opportunities for students to receive feedback on the correct use of parallel structure.

Supporting Resources 

Teacher Insights

• “The Power of Parallelism” (website)
• Purdue OWL: Parallel Structure (website) 

• This standard implies students should use knowledge of phrases/clauses to express ideas using parallel structure in their writing.

• 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.

• Students will need opportunities for multiple repetitions of focused practice in addition to incorporating parallel structure into extended pieces.

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.