Make Teaching Grammar Simple

Teaching grammar is about far more than correcting mistakes. When students understand grammar and sentence structure, they gain the tools to become clearer, stronger, and more confident writers. Grammar provides the foundation for effective communication, allowing students to express their ideas with precision and purpose. They become much betters writers once they understand the structure of a sentence,

For many educators, however, grammar instruction can feel overwhelming. Traditional methods often rely on memorization and isolated drills that leave both teachers and students frustrated. That’s where my eight-step method makes a difference.

This practical approach breaks grammar down into manageable, easy-to-understand steps that build upon one another. Instead of teaching rules in isolation, the method connects grammar directly to writing, helping students see how sentence structure, punctuation, and word choice improve their work in meaningful ways.

Teachers benefit because the lessons are clear, structured, and easy to implement in the classroom. Students benefit because they learn grammar through application rather than confusion. As their understanding grows, so does their confidence—and stronger grammar naturally leads to stronger writing.

Instead of focusing on the parts of speech, I teach students the function of words in a sentence. It is fine to know how to identify a word as a noun, but sentence analysis will focus on how a noun performs in a sentence. Nouns can have many functions, and I teach them their uses step-by-step.

When grammar is taught in a way that is simple, engaging, and purposeful, both teachers and students succeed. My eight-step method was designed to make that process easier, more effective, and far less intimidating for everyone involved.

Summer is a great time to brush up on your grammar instruction methods. Because you read my blog, I am gifting you a FREE copy of my Simple Steps to Sentence Analysis eBook. In it you will find an overview of the eight simple steps to teach grammar the easy way. At the end of the book is a link to a FREE set of exercises with answers that you can give your students. Get  your copy of this helpful Book here.

https://bit.ly/4yAWVe8

Thanks for reading, and have a restful joyful summer!

All the best,

Charlene

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How to Choose Between Affect and Effect

One of the most often asked grammar questions is when to use affect and when to use effect.

Affect is used as a verb, and effect is most often used as a noun. Since only nouns can be modified by the articles a, an and the, I can show you a simple trick to help you choose the correct word.

If you are not sure how to choose between affect or effect, see if one of the articles a, an, or the will work in front of it. If so, effect is probably the correct choice. If you try to place an article in front of a verb, it will not be correct.

Examples:

·      Your behavior had a negative effect on me.

·      Polio affected his legs.

It may help you to know: 

• Effect usually means the result, consequence, or outcome.
• Affect usually means to influence, to impact, or to sway.

Now you try it:

1.     She wore a tiara on her head and the (affect, effect) was ridiculous.

2.     Watching a feel-good movie did not (affect, effect) his bad mood.

3.     Your behavior is having an (affect, effect) on everyone in the class.

Answers:

1.     effect  The article the appears before the noun effect.

2.     affect  The articles a, an, and the would not make sense before the verb affect.

3.     effect  The article an appears before the noun effect.

It is possible, although not as common, for the word effect also to be used as a verb. It is most often used in formal situations. If so, it will mean to bring forth or give rise to. If you are not sure if the word in question is a verb, try substituting one of these synonyms: created, caused, produced, bring on, or generate.

Example: The new law effected a change in the way criminals are prosecuted.

Note that you could substitute a synonym such as created, caused, produced, brought on, or generated.

Most of the time, your choice will be between the noun effect and the verb affected.

With practice, it should become easier for you to choose the correct word.

Click here for a practice lesson that includes a self-grading Boom Card Deck to practice using affect and effect. You can try it out here.

Thanks for reading,

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Say What You Mean and Avoid Redundancies

Good writers simply say what they mean and avoid excess verbiage.

Don’t say: “In my opinion, I think you are wrong.” Instead, just say: “I think you are wrong.” (Obviously, this is your opinion.)

Don't say: "At this point in time." Instead, just say, "now."

Don't say: "I thought to myself." Instead, just say, "I thought." (Obviously, your thoughts are directed to yourself. They are your thoughts, after all.)

Good writers avoid using redundant expressions.

Redundancy generally occurs when a word or phrase that already has specific meaning is further modified by words or phrases that mean the same thing. 

In your writing, you should always strive to find the most specific words to express your thoughts.

Then, when you find those words, you must also resist the temptation to embellish them. If you do the result often results in redundancy. 

The following examples are quite common. You may hear them most often on the news or read them online or in print. But, just because they are commonly used doesn't make them good writing.

Avoid redundant expressions to make your writing clear, concise, and clutter-free. Consider the following examples. The words in parentheses are not necessary.

blue (in color)
small/large (in size)
(first) discovered/introduced/began
combine/add/mix/link/weave (together)
Easter (Sunday)
a.m. (in the morning)
(free) gift
(added) bonus
drown/starve/strangle (to death)
(Jewish) synagogue
the winter/summer/spring/fall (months)
(fully) comprehensive
visible (to the eye)
(mental) telepathy
(old) relic
reason (why)
consensus (of opinion)
(previous/past) experience/history
(new) baby/invention/discovery
(remaining) vestige
spin (in circles)

thought(to himself)

These are just a few examples. There are many more. Be watchful and eliminate redundancies from your writing whenever possible.

Click here for an exercise you can use with your students to help them master this writing revision technique.

Thanks for reading!

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Tips on Using Comparative and Superlative Adjectives and Adverbs

Hopefully, this tip will help you avoid errors when you are using adjectives and adverbs to compare things.

We frequently use adjectives and adverbs to compare two or more things in our writing. When two things are being compared, use the comparative degree. When more than two things are being compared, use the superlative degree.

Some words use er and est to form the comparative and superlative degree.

Some words add the words more and most.
Negative comparisons use the words less and least.

Positive Degree      Comparative Degree       Superlative Degree

cheap                          cheaper                               cheapest

recent                         more recent                         most recent

expensive                   less expensive                      least expensive

The important thing is never to use both of these comparison words at the same time. In other words, do not use: er and more together; or est and most together.

Correct:  The older of my two sons is the one you met yesterday.
Incorrect:  The more older of my two sons is the one you met yesterday.

Correct:  The healthier you are, the better you look.
Incorrect:  The more healthier you are, the better you look.

If you are not sure of the correct spelling when writing a comparison structure, use a dictionary or look up the word online.

In my next post, I will discuss adjectives that are absolute and cannot be compared. 

Visit my store for helpful lessons in grammar and usage.

If your students need more help with modifiers, you will find it here.

Thanks for reading,

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