I am unaware of any other approach to teaching grammar that is based on
a model of how our brains process language. In other words, how do our
brains make sense of the stream of words we hear or letters we see? KISS
is based on such a model, and that model underlies almost everything in
KISS, including what are, and what are not "errors." I have been told by
one educated adult that college students can't understand the model as
it is on this site, but my experience has been different. Students get
the idea that words in sentences "chunk" to other words to form phrases,
and phrases chunk to other words (or constructions), until everything chunks
to a main subject/verb pattern. I suggest, therefore, that the sooner students
are introduced to the model, the more meaningful they will find what they
are learning in KISS.
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Note
This model has been redone (and amplified)
as a 19-page MS Word document.
Click here to get
a copy. If there are requests, I can also post it here as an Adobe
pdf file. |
--Dr. Ed Vavra
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