Here is a story from my earliest years of teaching this course. Students had just read what you had read, Constance Weaver (not the Charity-Hudley Malinson because it hadn't been published yet). I gave students a a grammar test, one that I am including here. You don't have to take it, but you can. and I will give you the answers. Spoiler: people were pretty upset about how they scored. They assumed, as perhaps you did, that the rest of the class would be about how they would learn to teach grammar. But, as you must also realize, that is not what I was going to do. And one student, in exasperation, exclaimed, then what are we supposed to teach?
Of course, in an ELA classroom, you are teaching a great many things and, most of all you are helping introduce student to the literate world and all that that can make possible for them. To be a good writer, you have to have an idea. You nave to have an argument (no matter what you are writing). You have to have evidence. You have to have organization. And, also, you have to have nice sentences. But that is where it gets tricky. Because a "nice" sentence in one setting is not appropriate in others. How we give students feedback on their sentence level issues is important and. complicated because how we write is a version of how we talk and how we talk is very, very personal. It's one of the places where we can most hurt or help our students.
Finally, here is a simple truth: new teachers tend to focus on correctness more than meaning in student writing--on grading for correctness instead on the myriad things that make a piece of writing a good piece of writing.
WHAT TO POST: In the other post, I asked you to comment on this essay on a global level. For this final discussion board post of our time together, I'm asking you to think holistically about how you would help this student as a writer of sentences (I've repeated the essay as a file here). Consider what you might say to her directly, and think about what you might do in class to support this writer as well as the whole class of writers. If it helps you to quote specific sentences, but don't feel like you have to. Again, as I said in the last post, don't feel like you've got to do this right. Work together to hash out ideas for helping this student and helping each other learn how to do this.