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EN 325 Modern Grammar
Glauner, Jeff


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Course Syllabus
Park Vision/Mission Statement

Park University Vision

Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Park University Mission

The mission of Park University, a entrepreneurial institution of learning, is to provide access to academic excellence which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

 
Course Description

This course concentrates on modern approaches to English grammar and its teaching after a brief historical perspective of transformational, structural, and traditional methodologies.  Teacher education candidates are required to develop teaching packages demonstrating appropriate pedagogical methods. Other students may substitute a research paper.

 
Overview and Course Goals

You will emerge from the course with a greater appreciation for and understanding of the grammatical structures of the English language. In addition, teacher education students will have developed strategies for teaching grammatical structures and a system of priorities to tell them when and in what contexts the teaching of grammatical structures will be most efficient, effective, and beneficial.  Other students will gain research insights into the structures of English grammar.

As we work together to create an open and supportive online environment for study, you will also (if you are a teacher education candidate) develop a teaching package for a one-week unit of grammar study embedded in a discipline of your choice; or (if you are not a teacher education candidate) you will have the option of  writing a research paper about a grammatical topic.  You will participate in online responses to the reading assignments, and to the responses of your classmates.  Our work will begin with an introductory preliminary assessment of your knowledge of grammatical terminology, some discussion of your experiences in learning about grammar, and  explanation of the objectives of our course.  You will be expected to read each of the assignments and to seek additional understanding from the required text and other resources (online and in hard copy) that will help you in your explorations of grammar.  The readings of this course are not intended to be difficult; but because of the enormous scope of grammatical study and the short time we have to explore it, it is intense and will require your complete attention and a great deal of rereading and reconsidering.  The textbook is brief, but every word is there for a purpose.  Every example is worth considering carefully.  It is also cumulative.  If you don't understand one chapter, the next chapter will be much more difficult to understand.  You must keep up with your study and take your reading assignments seriously.

 
Core Learning Outcomes

Students who successfully complete this course will
1) demonstrate familiarity with three movements in grammatical study: traditional, structural, and transformational-generative. Familiarity will be demonstrated through regular online exercises, and through formal testing.
2) demonstrate proficiency in the use of the language for grammatical study and in the recognition and manipulation of grammatical structures. Proficiency will be demonstrated through regular completion of assignments, through class discussions, and through formal examinations.
3) Teacher education students will demonstrate proficiency in developing lessons in grammar as evidenced by a teaching package for the teaching of a particular grammatical structure leveled for the students they expect to teach. Other students may develop such a teaching package or (optionally) will demonstrate proficiency in writing a  research paper on a narrowly-prescribed grammatical topic.

 
Required Texts/Materials

Glauner, Jeff.  Essentials of Grammar:  A Textbook for Teachers, Editors, Secretaries, Writers, and Other Semiwilling Curmudgeons, 2nd Ed. Parkville, MO:  Park University, 2002.  http://captain.park.edu/jglauner/EN-ED325%20F2F/GramText.htm  (Download free from the internet site).

 
Course Policies

Students are responsible for clicking on the link below and thoroughly reading each Online course policy.  If you have questions about any of these policies, please contact your instructor for clarification.

Online Course Policies

Expect responses from me to questions you submit by email or on the threads within 36 hours.  Expect responses to major assignment submissions (e.g., a draft of your research project) within a week after the week it is due.  If possible, you should check your email and the various course threads at least every two or three days and you should check the gradebook once each week.  Grading for each week is normally completed by Wednesday of the following week. 

 
Grading Policy

 

Weekly Discussion 27.5% (250 points)
Homework Assignments 27.5%  (250 points)
Term Project 10% (100 points)
Midterm Examination  10% (100 points)
Final Examination 30% (300 points)
Total 100% (1000 points)

Note extra credit availability on my home page.

Grading Policy:  You will be able to track your average exactly throughout the
course. The grading scale is as follows: A = 90-100; B = 80-89; C = 70-79; D =
60-69; F = 0-59. You will know in advance the standards for each assignment. My
goal is to give you prompt, clear, and useful feedback to help you become a
better, more thoughtful student and/or teacher of grammar. Each student is responsible for:
a) completing weekly reading assignments;
b) completing weekly discussionhomework activities; 
c) completing responses to classmates' research paper and/or teaching package first drafts and other posts as required;
d) completing an unproctored midterm examination;
e) completing a proctored final examination.

The instructor will provide specific due dates and detailed instructions and
more specific requirements for each assignment, including grading criteria.

Late Work:  Not accepted except under special circumstances at the discretion of the instructor.

Conference area threaded posts (discussion/homework, etc.) must be completed by the end of the week for which they are assigned to be considered for credit.

Proctored final examination - A computerized examination will be taken in a proctored testing environment during the 8th (or 16th) week at one of the Park University sites around the country or at an alternative location.  For proctored examinations, photo identification is required at the time of the test.  Guidelines for selecting an acceptable proctor can be found on the Park University Website. 

Other Information on proctored exams:

  • It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term, who is accepted and approved by the course instructor. 
  • Approval of proctors is the discretion of the Online instructor. 
  • A proctor request form will be made available to you during the first week of class so that you can send your requested proctor to your instructor for approval. 
  • Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade. 
  • Some Graduate Online courses may not require a proctored Final Examination.

 
Academic Honesty

Academic integrity is the foundation of the academic community.  Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. 

Definitions

Academic dishonesty includes committing or the attempt to commit cheating, plagiarism, falsifying academic records, and other acts intentionally designed to provide unfair advantage to the students.

  • Cheating includes, but is not limited to, intentionally giving or receiving unauthorized aid or notes on examinations, papers, laboratory reports, exercises, projects, or class assignments which are intended to be individually completed.  Cheating also includes the unauthorized copying of tests or any other deceit or fraud related to the student's academic conduct.
  • Plagiarism involves the use of quotation without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignments (any portion of such) prepared by another person, or incorrect paraphrasing.
  • Falsifying academic records includes, but is not limited to, altering grades or other academic records.
  • Other acts that constitute academic dishonesty include:
    • Stealing, manipulating, or interfering with an academic work of another student or faculty member.
    • Collusion with other students on work to be completed by one student.
    • Lying to or deceiving a faculty member.

Procedure

In the event of alleged academic dishonesty, an Academic Dishonesty Incident Report will be submitted to an Online Academic Director who will then investigate the charge.  Students who engage in academic dishonesty are subject to a range of disciplinary actions, from a failing grade on the assignment or activity in question to expulsion from Park UniversityPark University's academic honesty policy and related procedures can be found on page 101 of the Park University Undergraduate Catalog or page 13 of the Park University Graduate Catalog.

 
Attendance

Professors are required to keep attendance records and report absences throughout the term. Excused absences can be granted by the instructor for medical reasons, school sponsored activities, and employment-related demands including temporary duty. The student is responsible for completing all missed work.  Any student failing to attend class for two consecutive weeks, without an approved excuse from their instructor, will be administratively withdrawn and notified via email that you have been withdrawn and a grade of "WH" will be recorded.

An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term.  PLEASE NOTE:  Recording of attendance is not equivalent to participation.  Participation grades will be assigned by each individual instructor according to the criteria in the Grading Policy section of the syllabus.

For more details on Park University on page 100 of the Park University Undergraduate Catalog or page 14 of the Park University Graduate Catalog..

 

 
Student Resources

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.

Park University Online Bookstore - Select "Distance Learning - Graduate," or "Distance Learning Internet," and then click on the appropriate course code (ex. AC 201, PA 501) to see the list of required and optional texts for each course that you are enrolled in. 

Advising - Park University would like to assist you in achieving your educational goals. Your Campus Center Administrator can provide advising to you, please contact them for assistance.  If you need contact information for your Campus Center, click here.

Online Tutoring Services - Park University has arranged for Online students to receive five hours of free access to Online tutoring and academic support through Smarthinking. If you would like Online tutoring, please contact me to receive their recommendation and information on how to access the Online tutoring.

Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.

Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275).  To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.

Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024.

 
Bibliography

Resource List for EN/ED325 Modern Grammar

 

Online Resources:

Aardvark’s English Forum for Students and Teachers of English including ESL and EFL http://www.english-forum.com/

Electric Library http://www.elibrary.com/

Grammar and Style Notes http://andromeda.rutgers.edu/~jlynch/Writing/

The Guide to Grammar and Writing http://webster.commnet.edu/grammar/

Kies, Daniel, Modern English Grammar. http://papyr.com/hypertextbooks/engl_126/book126.htm
A text somewhat like our course text, but with broader implications.  It might be quite useful for extra study and practice.

Library of Congress http://www.loc.gov/

Library Spot http://www.libraryspot.com/

My Virtual Reference Desk http://www.refdesk.com/

Online English Dictionary and Thesaurus www.dictionary.com

Online Dictionary and links to grammar guides for 110 languages, including English http://www.yourdictionary.com

Park University’s Library with links to Lexis-Nexis, Ebsco, and more http://www.park.edu/student/lib.asp

Smartthinking.com www.smartthinking.com

THOR: The Virtual Reference Desk http://thorplus.lib.purdue.edu/reference/index.html

Vavra, Edward.  Teaching Grammar as a Liberating Art.     http://www2.pct.edu/courses/evavra/TGLA/Index.htm   [Insightful textbook for those who are looking for effective means of teaching grammar (grades 3-12).  Plenty of theory for sequencing of grammatical skills.]

Documentation Information

Citing Sources with the New MLA Rules http://www.mla.org/

Documenting Electronic Sources

http://owl.english.purdue.edu/handouts/index2.html

Avoiding Plagiarism (Indiana) http://www.indiana.edu/~wts/wts/plagiarism.html

Online Writing Labs

On-Line Writing Lab (Purdue) http://owl.english.purdue.edu/

Writing Resources (Yahoo) http://www.yahoo.com/Social_Science/Communications/Writing/

 

Hard-Copy Resources

Note:  Some hard-copy sources might be difficult to find depending upon your access to higher education libraries.  None of the hard-copy texts listed below is necessary for success in this course.  They are, however, standards for the discipline.  I recommend that you find opportunity of looking at them now, if possible, later if you can't find them now.

Chomsky, Noam.  Syntactic Structures. The Hague:  Mouton & Co., 1957. (The Genesis of generative transformational grammar.  Still holy writ to many of us.)

______.  Aspects of the Theory of Syntax.  Cambridge, Mass.:  The MIT Press, 1965.  (Further revelation.)

Delahunty, Gerald P. and James J. Garvey. Language, Grammar, &     Communication: A Course for Teachers of English. St.Louis:  McGraw-Hill, 1994. (I must say thanks to these authors.  There is a great deal of agreement between my book and theirs.  I used it in my classroom for two years before I finally had to admit that it simply buried my students in information they didn't need.   My book limits and simplifies largely the same information contained in this book.   It is still the best I have found with the theory that it contains although the authors spill too much ink debunking traditional grammar while they are not critical enough of modern systems.

Kolln, Martha and Robert Funk.  Understanding English Grammar, 6th Ed.  New York:  Longman, 2001.  (Solid theory.  Traditional  Reed-Kellogg Diagrams but essentially based upon early transformational phrase structure grammar.)

Noguchi, Rei R. Grammar and the Teaching of Writing: Limits and Possibilities. Urbana, IL: National Council of Teachers of English,1991. (The contemporary standard for minimalist grammar.  A brief and excellent examination of what is and is not amenable to grammatical intervention in the writing classroom.)

Reed , Alonzo and Brainerd Kellogg. Higher Lessons in English. New York: Clark and Maynard, 1877. (Many other editions available. The old standard for the teaching of traditional grammar.  If you wonder where the traditional diagrams came from, this is the place.)        

Strunk, William, Jr. and E.B. White. Elements of Style, 3rd Ed., Boston:  Allyn and Bacon, 1979. (Many other editions available.  This is probably the most recognized, long-standing, traditional style and usage guide for written English.)

Weaver, Constance. Teaching Grammar in Context. Portsmouth, NH: Boynton/Cook, 1996. (Excellent source of grammar minilessons for solving grammatical problems in the writing classroom.  Also, examines the types of errors that are amenable to grammatical solutions.)

Vitale, Edmund, Jr.  Thinking Your Way Through English Grammar.   Clearwater, Florida:  H & H Publishing, 1991.  (An interesting simplified  text that emphasizes structuralism in the preTG mode.)