Sentence Work on Derivative Nouns
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Summary

For homework, students read about derivative nouns (in this case, in Mightier than the Sword by G. Edward Good). They bring a rough draft to class of a short, 300-400 word essay. After some guided practice on an old student paper changing derivative nouns into stronger verbs, the instructor asks students to break up their rough drafts into sentences on their computers and examine each sentence in turn. As students underline the subjects and bold the verbs, they become aware of derivative nouns cluttering their sentences, as well as repeated use of to-be verbs, there-are constructions, and so on, and they change the sentences accordingly.

 

Target Courses I observed this lesson in a UWP 104B Legal Writing course, although it has wide application in other UWP courses.	Amount of Time Required The lesson took the full 80 minutes of class time.
Software You’ll Use Word, and possibly the Classroom Dropoff Folder.	Prep Before class, the instructor should read over the homework material on derivative nouns in the accompanying text (in this case, Mightier Than the Sword by G. Edward Good, chapter three, page 49), and either locate an old student paper containing derivative nouns, or borrow the actual example that was used in the class I observed (see below).

 

LESSON PLAN

Background

Students arrive in class with the rough draft of a 300-400 word essay. They have also read about derivative nouns (in this case, in Mightier Than the Sword by G. Edward Good, chapter three, page 49).

Tip: If you want to make sure that students have brought a completed assignment to class, make a dropoff subfolder and ask them to drop off the assignment before proceeding to make changes to the rough draft on their computer screens. You can then also ask for them to drop off the changed rough draft at the end of class in another dropoff subfolder.

 

Step 1: The Instructor Reviews the Reading on Derivative Nouns

The instructor in the class I observed began with a nice metaphor: “I’m going to have you work on your sentences,” she told the students. “We’re going to break down your rough drafts into individual sentences and smooth out the rough spots in the same way that a music teacher would ask you to repeat the phrasing over and over of particular problem areas in a musical piece until you had mastered it.”

Next, refering to the homework reading on derivative nouns, the instructor reminds students that derivative nouns aren’t just -ion nouns. She runs quicly through the list of derivative nouns.

Step 2: The Instructor Solicits Class Input Changing Derivative Nouns in a Sample on Screen

The instructor now opens a draft on the overhead screen which a student from last year produced (see the box below). She zooms in on a particular sentence loaded with derivative nouns and highlights “justification” and “elimination” and so on, then underlines them.

She says, “This group of sentences could be stronger using active verbs rather than derivative nouns.”

On the overhead screen, she breaks the sentence into phrases, one derivative noun per phrase. She asks the students, “How would you change these noun phrases made up of derivative nouns into active verb phrases?” Students make suggestions, and she changes the phrases on screen. “Justification,” for example, becomes “justify.” In some cases, however, the changes are harder to make, since the phrase does not include the original agent. She therefore underlines the original agent, and students add that agent to each of the newly made active verbs. She notes that the added specifics result in a more effective sentence.

STUDENT SAMPLE

The proposal for a “storage reservoir” was the result of many factors. Justifications for building the reservoir included potential elimination of downstream flooding, distribution of water to dry areas of Solano County, increase of recreation in the area, and improvement to wildlife. Another reason was the potential for agricultural and industrial growth in Solano County. However, the reason which warranted the greatest rush in “pushing through” the Solano Project, was the potential benefit that military bases in the area might achieve from having additional water resources. The Solano Project would provide water to irrigate 83,000 acres in Solano County, of which 78,000 were unirrigated and 5,000 were previously irrigated. By building Monticello Dam, 10,700 acres would become submerged at the site of the town of Monticello, but 78,000 additional acres of open land in Solano County could then be irrigated.

 

 

Step 3: Students Comb through Their Own Drafts Identifying Subjects, Verbs, and Derivative Nouns

The instructor next turns off the overhead projector and asks students to get their current 300-400 word rough drafts up on their computer screens.

After each sentence, students hit return a couple times, forcing them to examine each sentence separately. Then they identify the subjects and verbs of the clauses in each sentence, bolding one and underlining the other.

As students do so, the instructor circulates and helps identify subjects and verbs, correcting students when necessary and answering their questions.

Aloud she notes: “Doing this will help you see that you have some ineffective sentences.” Again she invokes the musical metaphor: “I’m not just telling you to rewrite your sentences and make them better, but to play the scales and improve the phrasing. Breaking it down like this helps you see where the verbs and nouns are, and where the derivative nouns make the sentences less effective. If you’re verbs are all is, then you can obviously try to make more active verbs. Same for there are/was constructions.”

The class is mostly finished in twenty to thirty minutes.

Tip: Given enough time, students might get up and trade computers repeatedly to check each others’ work, noting any missed derivative nouns and suggesting more effective verbs.