Constance Chapter three-does it meet up?

This chapter connects fairly well with Kiel in the way that it involves real world style classroom and its examples, and talks about actual work with students and the observations made in those situations. It “draw[s] on many years’ experience in the classroom writing with children…” (Weaver 39). Both of these authors use personal experiences to come up with their ideas and teaching methods, and both find creative ways to express that to new teachers as with Kiel, he talks about his classroom in simple enough terms to not intimidate the reader, and keeps it clear that he was never a stickler for grammar in the first place, connecting to the general public. With Cordeiro, she “discusses how children grow in developing conventional endmarking and in defining “sentence-ness” ( Weaver 39). Her use of words like “sentence-ness” gives the reader a sense of ease that this reading won’t be too complicated and full of technical terms as with Constance Weaver’s writing so far. You can also assume from the fact that Cordeiro’s whole chapter is essentially all a fictional story, about Dora, that what you are reading is opinion, and can be taken into consideration, but does not claim to be fact, something missing from Weaver’s writing so far-as she describes child development in technical cases that may or may not be proven yet.
All of the comma descriptions in this chapter are interesting to me; I highlighted almost all of them for future reference. I especially appreciate the fact that they are real world terms as well, not just dictionary-like descriptions on how to use them. Along with that, I was not present for Jennifer’s mini-lesson but I did see many references to fragments in this chapter such as the “what older writers do” section were the development of writing starts to bring new errors to the table such as fragments and this is what it says
“As these two learnings come together, (writing experience and awareness of the
nature of a written sentence) children begin to produce a different kind of error. They first begin to isolate whole parts of sentences. These phrase structure separations are classifiable in the basis of syntactic and semantic considerations, and represent overt demarcated grammatical awareness. Referred to as fragments, they are commonly treated as being all of the same nature” (Weaver 51).
It’s all a little, hard-core technical, but informative as well, mixing the scientific with the experience and showing how a child’s development physical and in their writing changed the mistakes that they will and are beginning to make.