1st Edition
Patterns of Analysis Connecting the Conventions of Grammar to Analytical Reading and Writing
Part 1: Getting Started with the Patterns of Analysis Process 1. Lenses and Entry Points: Opening the Door to Analysis 2. A Teacher’s Guide to Planning with Patterns of Analysis 3. The Patterns of Analysis Lesson Structure 4. Responsive Instruction: Flexing within the Patterns of Analysis Structure Part 2: Demonstration Lessons with the Patterns of Analysis Process 5. Actions speak louder than words: Why do authors need to create a sense of action? 6. “What we’ve got here is a failure to communicate”: Why Do Authors Need Dialogue? 7. “I got rhythm/I got music”: Why Do Authors Use Sentence Variety To Create A Rhythm In Their Writing? 8. The Space-time Continuum: Why Do Authors Need to Ground us in Space and Time? 9. Relationship Status: Why Do Authors Need to Connect Sentences Differently? 10. Dash It All: Why Do Authors Need Dashes? 11. “Resistance is Futile”: Why Do Authors Need Subordinate Clauses and Conditionals? 12. Veni, Vidi, Vici: Why Do Authors Need Parallel Constructs? 13. Don’t Judge a Book by Its Cover: Why Do Authors Need Appositive Phrases? 14. So Nosy!: Why Do Authors Ask Readers Questions?
Biography
Holly Durham has spent over thirty years in education, serving as an English teacher, instructional coach, content director, and strategic planning leader. With expertise in literacy, leadership, and instructional design, she has helped shape curriculum and professional development for educators nationwide. Holly is the co-author of Patterns of Power: Teaching Grammar Through Reading and Writing, Grades 9–12.
