Painting Pictures with Words: Basic Brush Strokes of Image Grammar Kathleen B. Scales Ozarks Writing Project Summer Institute 2008

A Comparison

A Comparison The amateur writes: “Bill was nervous.” The pro writes: “Bill sat in a dentist’s waiting room, peeling the skin at the edge of his thumb, until the raw red flesh began to show. Biting the torn cuticle, he ripped it away, and sucked at the warm sweetness of his own blood.” (Robert Newton Peck as quoted in Noden, 1998, “Image Grammar,” p. 157)

Harry R. Noden 30-year career as an English teacher, Noden has taught every grade from seventh through college with the most of his teaching experience in middle school. Noden has contributed articles to The Reading Teacher and the English Journal, which honored him with the Paul and Kate Farmer Award for the best English Journal article of 1996-97. He has been involved with various NCTE committees and the NCTE Assembly for the Teaching of English Grammar(ATEG). http://www.ncte.org/profdev/onsite/consultants/noden

NCTE Position Statement on the Teaching of Grammar Background This resolution was prompted by the continuing use of repetitive grammar drills and exercises in the teaching of English in many schools.  Proposers pointed out that ample evidence from 50 years of research has shown the teaching of grammar in isolation does not lead to improvement in students' speaking and writing, and that in fact, it hinders development of students' oral and written language.  Be it therefore Resolution Resolved, that the National Council of Teachers of English affirm the position that the use of isolated grammar and usage exercises not supported by theory and research is a deterrent to the improvement of students' speaking and writing and that, in order to improve both of these, class time at all levels must be devoted to opportunities for meaningful listening, speaking, reading, and writing; and  that NCTE urge the discontinuance of testing practices that encourage the teaching of grammar rather than English language arts instruction. http://www.ncte.org/about/over/positions/category/gram/107492.htm, retrieved June 7, 2008

Research “Image grammar developed from the study of the writer as an artist and of grammatical structures as the artist’s tools for creating images” (Noden, 1999, ix).

Research “These brushstrokes, which include appositives, participles, and absolutes, are simple tools to help students compose more interesting sentences” (Lilly, 2003, p. 32).

Research “I discovered I could stop using labels without stopping grammar. Students created images with their sentences, and they didn’t even know they were using participles or writing complex sentences…these playful forays into label-less grammar ended up in students’ essays, enriching them with concrete details and craft—a grammar instruction that actually improved writing” (Anderson, 2006, p. 29).

Absolute Brush Stroke Noun + ing verb Function: adds to the action Core: The car went into the parking lot. Engine smoking, gears grinding, the car went into the parking lot.

Paint with ABSOLUTE Brush Stroke The man jumped out of the airplane.

Appositive Brush Stroke A noun that adds a second image to a preceding noun, restate the noun Function: expands detail in the reader’s imagination Core: The car went into the parking lot. The car, a 1936 Ford, went into the parking lot.

Paint with APPOSITIVE Brush Stroke My friend plays his guitar.

Participle Brush Stroke ing verb or phrase Function: evokes action, makes the reader feel a part of the experience Core: The car went into the parking lot. Sliding on the loose gravel, the car went into the parking lot.

Paint with PARTICIPLE Brush Stroke The deer came out of the woods.

Adjectives-Out-of-Order Brush Stroke Shift two adjectives after the noun Function: intensifies an image, gives it rhythm Note: avoid 3 adjectives in a row. Place 1 before the noun and two after Core: The car went into the parking lot. The old car, rusty and dented, went into the parking lot.

Paint with ADJECTIVES-OUT-OF-ORDER Brush Stroke The sun rose over the lake.

Action Verbs Brush Stroke Verbs that do action Function: effective image tools, energize images Core: The car went into the parking lot. The car chugged into the parking lot.

Paint with ACTION VERBS Brush Stroke

Rainy Summer Sky Rolling, draping, folding Clouds hang like icing borders on a cake glazed smooth with gray Edges congealing, a summer front, moist and cool, slides over my street. Dripping, sighing, sagging Air, heavy and suspended, rain settles in for the day.

Graphic Organizer and Example http://imagecache2.allposters.com/images/PTGPOD/378793.jpg

Zooming In Observation Impression Brush Stroke Application Ask: How does it feel? What does it look like? How does it sound? How does it taste? How does it smell? Observation Impression Brush Stroke Application Cat, branch, dangle, A cat in trouble, struggling, feet kicking Claws digging, feet kicking, the cat clung to the branch.

Practice Zooming In http://www.solarnavigator.net/sport/surfing.htm

“Gessi the Great” Copyedit Activity The famous escape artist was hanging upside down above a parking lot in a straight jacket. He was suspended from a crane. His name was “Gessi the Great.” He twisted and twirled in the wind as a crowd watched silently. The crowd was large with about fifty onlookers. Finally, Gessi wiggled out of the jacket and tossed it aside. He was lowered to the ground by the crane operator and greeted by cheers.

Image Grammar Writing Activity Favorite Person or Place Prompt: Place your photo of your favorite place or person in front of you. Imagine you are attempting to describe your photo to a friend you are talking to on your cell phone. Obviously, your friend can not see the photo. Write an extended paragraph describing how you would “show” that photo to your friend. The most effective image grammar writing will: Use each of the basic brush strokes at least once. May be used more than once or in combinations Demonstrate that the writer is able to “zoom in” and capture some significant detail or details of the photo Shows the reader instead of tells the reader

I’d like to know… What ways can you think of to present the mini lessons on brush strokes that would be effective? If this was your first time to paint words with brush strokes, how was that experience for you? Like? Dislike? Why?

Image References Cat. http://imagecache2.allposters.com/images/PTGPOD/378793.jpg Harry R. Noden photo, http://www.ncte.org/profdev/onsite/consultants/noden, retrieved June 7, 2008 Noden, H. (1999). Image Grammar CD [CD-ROM]. Porstmuth, NH: Boynton/Cook. Michelangelo’s David, http://static.howstuffworks.com/gif/michelangelo-sculptures-13.jpg, retrieved June 7, 2008. Rusty Car photo. http://www.mainspot.net/images/car/rusty_car.jpg , retrieved June 13, 2008. Surfer. http://www.solarnavigator.net/sport/surfing.htm

References Anderson, J. (2006). Zooming in and zooming out: Putting grammar in context into context. English Journal 95 (5), 28-34. Retrieved June 7, 2008, from http://www.stenhouse.com/pdfs/Ej0955zoom.pdf Lilly, N. (2003). Dead or alive: How will your students’ nonfiction writing arrive? The Quarterly 25 (4), 29-31. Retrieved June 7, 2008, from http://www.nwp.org/cs/public/download/nwp File/950/Dead_or_Alive.pdf?xr=pcfile_d Noden, H. R. (1998). Image grammar. In C. Weaver (Ed.), Lessons to share on teaching grammar in context ( pp. 155-168). Portsmouth, NH: Boynton/ Cook. Noden, H. R. (1999). Image grammar. Portsmouth, NH: Boynton/Cook. Noden, H. R. (2007) Image grammar activity book. Logan, Iowa: Perfection Learning Corporation.