Handout. Katherine Schaefer. Adapted from work from Deb Rossen-Knill.
Overview: This handout describes a linguistic principle and a framework for analyzing information in a sentence. Readers expect “given” information–information that they can easily bring into working memory–to come before “new” information. Working with this principle can help students order their syntax in ways that make it easier for readers to connect new information with given information and experience a greater sense of “flow.”
Uses: This handout works well to help students analyze sentence-level syntax in all disciplines. I have successfully used it in WRT105 and in upper-level writing courses in the natural and social sciences, as well as the humanities.
How do I use it in class? After students read the handout, I demonstrate the principle with samples of effective writing. (This step can be done as a brief video for homework viewing), Then, as given-new connections are a function of the reader’s ability to bring information into working memory and make connections, I ask students to highlight their peer’s writing for given and new information, using color coding.
This exercise sometimes brings up “hidden” given expectations. For instance, if a scientist hears the word “experiment” or the phrase “in order to determine, we…” that serves as a “given” that leads them to expect sequential sentences dealing with, in order, the method, results, and impications, even if that was not explicitly said.
The handout can be found at this link.
Citation: Rossen-Knill, D. F. (2013). Refining the given-new expectation for classroom use: A lesson in the importance of audience. Journal of Teaching Writing, 28(1), 21-51.