A FUN GAME FOR ENGLISH 098, 099, AND 100 

At the beginning of the term, we play a game called "What's Wrong with My Sentence?" (cf. attached sample). first, I produce a handout based on my students' diagnostic essays for their first writing assignments. The handout is carefully organized to show different types of sentence boundary errors and other errors selected on the basis of the course level. For example, for English 098, diction, vocabulary, and awkward sentence structure would be a good start. For English 099 and 100, besides sentence boundary errors, I would select subject-verb agreement, pronoun, and miscellaneous punctuation errors.

1. THE HANDOUT: Here is an example of an English 099 discussed at the beginning of the term (cf. attached sample):

1. The first part of the handout (Let's call it Part A for easier reference) is organized by category to show a certain error type and pattern; for example, there may be two sentence fragments, three run-on sentences, four comma splices, five punctuation errors in compound and complex sentences, and miscellaneous punctuation errors.
2. The second part of the handout (Part B) is a hodgepodge of the error types already included in Part A.

    2. THE GAME: How the game is played

After each student reads a sentence aloud, he/she asks, "What's wrong with my sentence?" This question invites different attempts, from other students and from the reader him/herself, to revise the sentence. This Q & A format also stimulates students' interest and participation. Students earn 5 points for each correct answer. Points are recorded in my roll book and tallied at the end of the game for prizes (candies). Of course, everyone is a winner and receives a prize, but students with better scores naturally receive better prizes.

  3. THE FRINGE BENEFITS: The game is a "fun sneak preview" of the sentence revision
       topics we will be discussing during the term. the fringe benefits are numerous:

From Part A:

• Identifying patterns
• Figuring out solutions on the basis of previous knowledge
• Problem-solving skills

From Part B:

• Instant practical applications
• From the whole game:
• Active participation
• Active and thoughtful reading
• Active learning
• Effective use of previous knowledge

Analysis of incorrect answers to understand why they are incorrect

• Building self-confidence

In addition, students discover practical ways to revise sentence boundary errors by noticing their intonation. ("When my voice drops, that's probably the end of a complete thought. Therefore, a comma is not good enough here.") By identifying natural pauses, they can make an educated guess on the use of commas. From this game they learn different language conventions, discover the cause of their errors (usually a confusion of two vaguely-remembered rules), and are pleasantly surprised when they realize that, after all, they still remember something they learned in high school. At the end of the game, while reviewing each error, students write down the language conventions they learn during the game.

With each game sequel played during the term, students become empowered as they discover that it is possible to manipulate punctuation marks effectively to express their point of view with impact, or to change the meaning of certain sentences. What a beautiful, successful beginning in college!

Ann Tran 0999

FALL 1999

ENGLISH 099

WHAT'S WRONG WITH MY SENTENCE?