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| Introduction | |
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| Smart Teachers in Action: A Third Way | |
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| Grammar to Enrich and Enhance Writing: A Smart Perspective | |
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| What do smart teachers do about teaching grammar? | |
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| Sentence combining: A first step in teaching grammar innovatively? | |
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| Principles to guide the smart teaching of grammar for writing | |
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| How this book can help you | |
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| Resources for the smart teacher of grammar, whether expert or novice | |
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| Teaching Grammar "an Inch Wide and a Mile Deep" | |
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| Teaching grammatical constructions during the writing process | |
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| The Paper Bag Princess and participial phrases | |
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| Framework for teaching grammar throughout the writing process | |
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| Grammar lessons applied spontaneously | |
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| Teaching editing over time | |
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| Editing instruction: Where's the error? | |
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| Facing the error of our ways | |
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| Working editing into the writing process | |
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| Imitating | |
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| Hunting and categorizing | |
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| Discussing and clarifying | |
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| How do we avoid teaching everything and nothing? | |
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| Modifiers to Enrich Writing | |
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| Traditional and linguistic descriptions of the language | |
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| Background concepts | |
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| Basic parts of speech | |
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| Basic parts of a sentence: subject + predicate | |
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| Clauses and phrases | |
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| What are modifiers, and why teach them? | |
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| Bound and free modifiers | |
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| Which modifying constructions to teach | |
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| Adjectivals | |
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| Appositives | |
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| "Out-of-order" adjectivals | |
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| Present participials | |
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| Absolutes | |
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| Adjectival phrases: Bringing them all together | |
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| Adverbial clauses | |
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| Teaching subordinate adverbial clauses | |
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| How to Launch the Teaching of Modifiers | |
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| Where and how to begin? | |
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| Introducing participial phrases | |
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| Introducing absolutes | |
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| A final word | |
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| Teaching Editing Skills and (Gasp!) Standardized Tests of Grammar Skills | |
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| Deciding what editing skills to teach | |
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| Teaching revision and editing skills for the standardized tests | |
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| Should we even try to teach to the tests? | |
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| Inside the Act: What's heavily tested and what isn't? | |
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| Rhetorical skills: Content, organization, connection, and flow-highest emphasis | |
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| Connectors, punctuation, and sentence structure relating to flow-high emphasis | |
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| Phrase-level and sentence-level constraints-moderate emphasis | |
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| Phrase-level and sentence-level constraints-low emphasis | |
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| Phrase-level and sentence-level constraints-minimal emphasis | |
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| What aspects of editing should we teach in the context of writing? | |
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| The Grammar Planner | |
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| Grammar to Expond and Enrich Writing: Putting First Things First | |
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| Adverbials | |
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| Adverbial clauses | |
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| Movable adverbials | |
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| Adjectivals that are "bound" modifiers | |
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| Adjectival clauses | |
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| Other postnoun adjectivals that are "bound" | |
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| Prepositional phrases: Adjectival and adverbial | |
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| Adjectivals that are "free" modifiers | |
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| Appositives | |
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| Out-of-order adjectivals | |
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| Single-word adjectives | |
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| Adjective-headed phrases | |
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| Present participle phrases | |
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| Absolutes | |
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| Movable adjectivals revisited | |
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| Dangling modifiers | |
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| Parallelism | |
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| Comma uses relating to modifiers and parallelism | |
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| Opener | |
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| Interrupter | |
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| Closer | |
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| Series separator | |
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| The Sentence: Structure, Organization, Punctuation-and More | |
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| Subject and predicate | |
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| Nominal in the subject function | |
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| Noun | |
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| Noun phrase | |
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| Pronoun | |
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| Verbal | |
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| Verb | |
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| Main verb, auxiliary verb, and verb phrase | |
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| Subject-verb agreement | |
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| When two compound subjects are joined | |
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| When a prepositional phrase or other construction separates the subject and verb | |
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| When the subject and verb are inverted | |
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| When the subject is an indefinite pronoun | |
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| Independent clause | |
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| Joining and separating independent clauses (simple sentences) | |
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| Avoiding run-on or comma-splice sentences and ineffective fragments | |
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| Modifying functions: Adjectival and adverbial | |
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| Adjectival | |
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| Adverbial | |
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| The predicate expanded | |
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| Beyond the simple: Subordinate clauses and the complex sentence | |
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| Grammatical Considerations in Choosing the Right Words | |
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| Verbs: Consistency of tense | |
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| Pronoun uses | |
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| Use of subject or object form | |
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| Use of subject or object form to introduce subordinate clauses | |
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| Inside the adjective clause | |
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| Inside the noun clause | |
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| Agreement in number with noun or pronoun referred to | |
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| Pronoun-pronoun agreement | |
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| Unspecified they and you | |
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| Unclear pronoun reference generally | |
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| Vague reference with it, this, that, which | |
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| Nouns: Use of the apostrophe in possessives | |
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| Possessive personal pronouns versus contractions | |
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| Adjective and adverb forms and uses | |
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| Compound and superlative forms | |
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| Adjective or adverb form | |
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| Homophones commonly confused | |
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| Two, to, and too | |
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| Your versus you're | |
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| There, their, and they're | |
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| Its versus it's | |
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| Whose versus who's | |
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| Accept versus except | |
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| Affect versus effect | |
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| Than versus then | |
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| Weather versus whether | |
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| Eliminating redundancy and wordiness | |
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| More on Style, Rhetoric, and Conventions | |
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| Dialects, English-language-learning markers, and informal and formal variants | |
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| Foregrounding | |
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| Sentence inversion with it | |
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| Sentence inversion with there | |
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| "Cleft" sentence patterns | |
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| Punctuation uses and options | |
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| Dashes | |
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| Colons | |
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| Semicolons | |
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| Commas | |
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| Rules that don't rule | |
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| Nonrule 1: Don't split an infinitive | |
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| Nonrule 2: Don't end a sentence with a preposition | |
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| Nonrule 3: Don't start a sentence with and or but | |
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| Nonrule 4: Don't use sentence fragments | |
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| Nonrule 5: Don't use the passive voice | |
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| Nonrule 6: Don't start a sentence with hopefully | |
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| Nonrule 7: Don't start a sentence with there | |
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| Developing Your Own Scope and Sequence | |
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| References | |
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| Index | |