Yesterday you reviewed your knowledge of dependent clauses. You learned about dependent clauses in grade 9. Also, you learned about relative pronouns. Your learning was about relative pronouns beginning dependent clauses. Who, which, and that are relative pronouns. Relative pronouns refer to nouns. Relative pronouns can begin adjectival clauses.
Because you are ready to learn about using dependent clauses, which can affect your writing, which can always be improved because it can be more mature when you write essays that I ask you to write or that you write for others, you will learn how to use dependent clauses.
You’ve probably noticed that the first two paragraphs were not well-written even though they are grammatically correct. What was wrong with each of them? More importantly, how can you make sure people take your writing seriously instead of treating it how you probably treated those two paragraphs? You will discover the answer in today’s lesson.
While you are working, I will check in on your groups to provide any assistance when appropriate.
Step 1
Click on the appropriate link for your group. You will then be taken to your group’s Google Doc. All group members must provide meaningful contributions before the group can move on to the next step. I will be monitoring your discussions to make sure the meaningful contributions occur.
- Madelaine, Angie, Alexandra, Nicola
- Soyoung, Mindy, Sarah Y., Sarah R.
- Lindsay, Elizabeth, Cherry, Clarissa
- Simone, Elaine, Bianca, Stephanie
In the instant messenger portion of the Google Doc, discuss the following question:
How can dependent clauses can be varied for different rhetorical and stylistic effects in writing?
This question will be the basis of your learning today.
Step 2
Individually, choose one of the stories below to read. As you read, analyse how the author makes effective use of dependent clauses. To save you time, I have highlighted the dependent clauses for you.
“The Death of Benny Paret” by Norman Mailer
Excerpt from In Cold Blood by Truman Capote
Excerpt from “The Dead” by James Joyce
Among other things, you should look at how the placement of the dependent clauses within their sentences impacts their emphasis (for instance, does the dependent clause come before or after the independent clause? How is the emphasis different when it comes before the independent clause as opposed to after?), how sentences with multiple dependent clauses impact the reading of the independent clause, and how replacing some of the dependent clauses with verbal phrases would have changed the effectiveness of the sentences.
In note-form, type your observations into your group’s Google Doc.
Step 3
Read your group members’ notes, and use Google Docs’ instant messenger to discuss the points your peers raised. Together, you must come to a consensus about how dependent clauses can be varied for different rhetorical and stylistic effects in writing. At the bottom of the Google Docs’ record the observations that you can all agree upon.
Step 4
Choose one paragraph from your last essay. Identify the dependent clauses in it. Then, using the knowledge you’ve gained today, rewrite your paragraph to make more effective use of the dependent clauses. This may mean you need to move them, remove them, or add more of them.
When you have finished, post your revised paragraph in the “Paragraph Revision” discussion forum on Moodle.
Step 5
In your own blog, write a brief reflection that answers the following questions:
a. How can dependent clauses can be varied for different rhetorical and stylistic effects in writing?
b. In what ways have your ideas about dependent clauses have changed since the beginning of the lesson?
c. Why do you learn about dependent clauses? Your response must take your own writing into consideration.
Next Class
In the next class, you will read each of your group members’ revised paragraphs and provide them with constructive feedback about their use of dependent clauses.
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