Patterns of Power, Grades 6–8

Inviting Adolescent Writers into the Conventions of Language

“Is this right? Is this how it’s supposed to look?” Adolescent writers often ask these kinds of questions because traditional grammar instruction focuses too much on what’s right or what’s wrong. The fear of making a mistake hides the true power of conventions—the creation of meaning, purpose, and effect, the ultimate reading-writing connection.

Join Jeff Anderson, with Travis Leech and Melinda Clark, as they explore grammar in a new way in Patterns of Power: Inviting Adolescent Writers into the Conventions of Language, Grades 6–8. Let’s lift middle school writers by focusing on possibility and producing effective writing that will transfer to the classroom and beyond.

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Inside Patterns of Power, Grades 6–8, teachers will find a quick yet comprehensive explanation of the invitational process—the easy-to-follow, brain-based process created to invite adolescent writers to learn about and apply conventions of the English language through the celebration of author’s purpose and craft. This process is the foundation on which 55 authentic, flexible, and effective lesson sets were built. Through practical guidance and ready-to-use lessons, you’ll be fully equipped to teach grammar in an engaging and authentic way in just ten minutes a day. 
Inside you’ll find:

  • 55 standards-aligned lesson sets that include excerpts from high-interest, authentic, and diverse young adult and middle-grade mentor texts 
  • Real-life classroom examples and tips gleaned from the authors’ work facilitating the Patterns-of-Power process in hundreds of classrooms
  • Resources to use in classroom instruction or as handouts for student literacy notebooks 

With hundreds of teach-tomorrow visuals and implementation supports that include quick-reference guides as well as soundtrack lists to infuse the joy of music into grammar instruction, Patterns of Power, Grades 6–8 gives you everything you need to inspire your adolescent writers to move beyond limitation and into the endless possibilities of what they can do as writers.

    About the Author(s)

    For over thirty years, JEFF ANDERSON has inspired writers and teachers with the power and joy of writing and grammar. He has written ten books for Stenhouse Publishers, including the ground-breaking classic Mechanically Inclined. He lives near downtown San Antonio with his partner and their rescue pup.


    TRAVIS LEECH is a middle school instructional coach in Northside Independent School District in San Antonio, TX. He has fourteen years of experience in education, including teaching middle school English Language Arts and as a gifted and talented specialist. Travis is also a co-author of Patterns of Power, 6-8.


    Melinda Clark, coauthor of Patterns of Power for Adolescent Writers, is currently the Academic Program Coordinator at John Jay High School in San Antonio, Texas. She has 31 years' experience in education, including teaching middle school and high school English Language Arts, instructional coaching, independent consulting, and presenting at the district, regional, and state levels.


    Table of Contents

    Introduction: Wired to Be Inspired

    Part 1 
    Chapter 1    Into Planning: What Do You Need to Do Before Teaching the Invitations? 
    Chapter 2    Into the Classroom: How Do You Teach Conventions with the Invitation Process? 
    Chapter 3    Into Application: How Do You Nudge Writers to Apply and Consolidate Learning? 

    Part 2 
    Chapter 4     How Do Writers and Readers Use SENTENCES? 

    • 4.1 What’s This About? Making Sense of Subjects in Sentences and Fragments
    • 4.2 Use Sentences. Mostly: Making Sense of Simple Sentences 
    • 4.3 If There’s No Verb, Nothing Happens . . . or Exists: Sentences Need Verbs
    • 4.4 Adjective Pileup: Coordinate Adjectives
    • 4.5 The Compound Spell: Don’t Allow a Noun with Two Verbs to Startle You!

    Chapter 5     Why Do Writers and Readers Need COMPOUND SENTENCES? 

    • 5.1 Compounding Interest: The Compound Sentence  
    • 5.2 Don’t Take That Tone with Me! The Compound Sentence and And 
    • 5.3 Two Sentences Are Better than One: Compound Sentences
    • 5.4 But I Still Haven’t Found What I’m Looking . . . Wait, I Did! Compound Sentences and FOR 
    • 5.5 I Will Not Be IgNORred: NOR Version

    Chapter 6     How Do Writers and Readers Use COMPLEX SENTENCES? 

    • 6.1 When Introductory Clauses . . . Subordinate Opener
    • 6.2 To Comma or Not to Comma: Subordinate Clause Closer
    • 6.3 Comma Don’t or Comma Do: AAAWWUBBIS Placement 
    • 6.4 Comma Which: A Relative Pronoun Clause
    • 6.5 Comma Who or No Comma Who? A Relative Pronoun Interrupter 
    • 6.6 Beyond the Breakwaters: More than AAAWWUBBIS

    Chapter 7     How Do Writers and Readers Use PHRASES and CLAUSES? 

    • 7.1 If You Continue . . . The Conditional Mood
    • 7.2 Could You Say That Another Way? The First Interrupter Is an Appositive Experience
    • 7.3 Double the Comma Fun: Interrupters
    • 7.4 It Don’t Mean a Thing if It Ain’t Got That -Ing: Participial Phrases as Closers
    • 7.5 Creating a Setting: Prepositional Phrases
    • 7.6 Closing Time: Ending Sentences with the Holy Renamer 
    • 7.7 Thatery and Whichery: The Essential and Nonessential Clauses That Tell Which One
    • 7.8 Whodunit: Who or Comma Who? What Makes a Clause Essential or Nonessential?

    Chapter 8     What Does the MOOD of a VERB Do for Writers and Readers? 

    • 8.1 Subjects Come First: The Active Voice 
    • 8.2 Say It Plainly and Directly: What’s Indicative of the Indicative Mood?
    • 8.3 Write Commanding Sentences: That’s Imperative!
    • 8.4 To Be or Not to Be: The Basics of Infinitives
    • 8.5 Wishes and Probability: If I Were You, I’d Understand the Subjunctive

    Chapter 9     How Do Writers and Readers Use VERBALS? 

    • 9.1 Shopping for Participles: The Bling of Sentences 
    • 9.2 Inviting Understanding: Gerunds Are Activities
    • 9.3 To Infinitive and Beyond! The Definitive Infinitive

    Chapter 10     What Does PUNCTUATION Do for Writers and Readers? 

    • 10.1 This, That, and the Other: Serial Commas
    • 10.2 And a One, and a Two, and a Three: Colons Introduce Lists
    • 10.3 He Said, She Said: Colons Introduce Quotations
    • 10.4 Birds of a Feather: Semicolons
    • 10.5 Don’t Be Afraid; Use Semicolons!
    • 10.6 Dashing Through the Sentence: Dash Interruption
    • 10.7 A Little Extra: Using Parentheses
    • 10.8 Where We Put Extra Goodies: (Parentheses)
    • 10.9 Wait for It . . . Ellipses to Indicate a Pause or Break
    • 10.10 Less Is More: Ellipses to Show Omission
    • 10.11 Quotation Marks: Dialogue
    • 10.12 That’s What’s Up: Apostrophes

    Chapter 11     What Do PRONOUNS Do for Writers and Readers? 

    • 11.1 Who We Are: Introducing Pronouns
    • 11.2 All Mine or My, My, My Boogie Shoes: Possessive Pronouns
    • 11.3 Respect Yourself: Reflexive Pronouns
    • 11.4 Make Yourself at Home: Reflexive and Intensive Pronouns

    Chapter 12     How Do Writers and Readers Continue Using CAPITALIZATION?

    • 12.1 Capitalize Names: It’s a Date with Proper Nouns
    • 12.2 Capitalizing on Shortcuts: Initials, Initialisms, and Acronyms

    Chapter 13     What Other AMAZING THINGS Can Writers and Readers Do?

    • 13.1 Sophisticated Sentence Mash-Up: Compound-Complex Sentences
    • 13.2 Comma Mash-Ups Can Be Gross: Coordinate Adjectives and Commas in a Series
    • 13.3 Feeling Coordinated? Importance of Order with Noncoordinate Adjectives
    • 13.4 Can You Correlate? Correlative Conjunctions
    • 13.5 Conjunctivitis Connections: Conjunctive Adverbs

    Conclusion: Moving from Correction to Connection 
    Appendix A
    Appendix B
    Professional Bibliography
    Young Adult Literature Bibliography


    Product Details

    Grades: 6, 7, 8
    Media: 448 pp/paperMedia: Resource Book 5-pack
    Year: 2021
    Item No: 1515Item No: 1571
    ISBN: 978-1-62531-515-1ISBN: 978-1-62531-571-7
    Publisher: Stenhouse PublishersPublisher: Stenhouse Publishers