{"title":"语法堵塞:添加创造性编辑策略","authors":"David Gillespie","doi":"10.31719/PJAW.V2I1.21","DOIUrl":null,"url":null,"abstract":"The author argues reading, hearing, and then composing musical lyrics involving grammatical concerns can help college writing students to edit more effectively for a song's grammar topic. Explaining that the songs need to offer specific advice, such as how to both spot and correct the grammatical problem, the writer offers lyrical examples and provides scholarly evidence for this approach. The essay explains what Grammar Jam is, why music can work, and how to use the tactic in the classroom.","PeriodicalId":202793,"journal":{"name":"Journal of Academic Writing","volume":"14 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2018-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Grammar Jam: Adding a Creative Editing Tactic\",\"authors\":\"David Gillespie\",\"doi\":\"10.31719/PJAW.V2I1.21\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The author argues reading, hearing, and then composing musical lyrics involving grammatical concerns can help college writing students to edit more effectively for a song's grammar topic. Explaining that the songs need to offer specific advice, such as how to both spot and correct the grammatical problem, the writer offers lyrical examples and provides scholarly evidence for this approach. The essay explains what Grammar Jam is, why music can work, and how to use the tactic in the classroom.\",\"PeriodicalId\":202793,\"journal\":{\"name\":\"Journal of Academic Writing\",\"volume\":\"14 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2018-02-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Academic Writing\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.31719/PJAW.V2I1.21\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Academic Writing","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.31719/PJAW.V2I1.21","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The author argues reading, hearing, and then composing musical lyrics involving grammatical concerns can help college writing students to edit more effectively for a song's grammar topic. Explaining that the songs need to offer specific advice, such as how to both spot and correct the grammatical problem, the writer offers lyrical examples and provides scholarly evidence for this approach. The essay explains what Grammar Jam is, why music can work, and how to use the tactic in the classroom.
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