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EN 325 Modern Grammar
Sallee, Emily Donnelli


Mission Statement: The mission of Park University, an 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.

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

Course

EN 325 Modern Grammar

Semester

U1T 2006 DL

Faculty

Emily Donnelli Sallee

Title

Assistant Professor of English

Daytime Phone

816-584-6779

Other Phone

816-536-3884 (not after 9 p.m. CT, please)

E-Mail

emilyd@park.edu

Semester Dates

June 5, 2006 - July 30, 2006

Credit Hours

3


Textbook:
Glauner, Jeff.  Essentials of Grammar: A Textbook for Teachers, Editors, Secretaries, Writers, and Other Semiwilling Curmudgeons. Parkville, Missouri: Park University, 2002.  Available free at: http://captain.park.edu/jglauner/EN-ED325%20F2F/GramText.htm

http://www.english-forum.com/
http://webster.commnet.edu/grammar/
http://papyr.com/hypertextbooks/engl_126/book126.htm
http://www.dictionary.com
http://www2.pct.edu/courses/evavra/TGLA/Index.htm

Course Description:
(ED325) 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.  3:0:3

Educational Philosophy:
Specific to this course, my approach to the teaching of modern grammar emphasizes the interrelation of syntax (those systems and formulae used to categorize language) and semantics (meaning).  Although we will apply, to an extent, linguistic concepts to analyze the forms and functions of words, phrases, and clauses, we will always do so with consideration of the meaning of the sentence under investigation.  My desire is for you to leave this class with a greater understanding of the ways that sentence-level grammar is used to construct meaning and influence readers.  To that end, we will augment our study of forms and functions with activities designed to help you see the rhetorical (persuasive) dimensions of language use so that it can have a direct effect on your writing skills.  Additionally, for teacher education candidates, an important component of this class will be formulating a working philosophy on your approach to teaching Standard American English (the dialect that is seen by dominant institutions—the media, the academy—as most correct).  

Learning Outcomes:
  Core Learning Outcomes

  1. Demonstrate familiarity with three movements in grammatical study: traditional, structural, and generative-transformational through daily exercises, individually and in peer groups, and through formal testing (MoSTEP 1.1).
  2. Demonstrate proficiency in the use of the language for contemporary grammatical study and in the recognition and manipulation of grammatical structures. Proficiency will be demonstrated through regular completion of assignments from the text, through class discussions, and through formal examinations (MoSTEP 1.1).
  3. Investigate an issue related to the study of grammar, demonstrating scholarly skills of research, synthesis and analysis (MoSTEP 1.1, 1.2.7).
  4. For students who plan to earn their English/Language Arts teacher certification, the following MoSTEP Standards guide this course:
  5. - The preservice teacher will demonstrate a knowledge of and/or competency in the following areas: (MoSTEP 1.1, 1.2.1, 1.2.7)
  6. - Using standard spoken and written English (CA 1; NCTE 2.4; CR 1)
  7. - Identifying diversity in language use and dialects (CA 7; G 1.10; 4/2-4.3; NCTE 2.1.4-3.2.5; CR 2-4)
  8. - Understanding the history and the dynamic nature of the English language (CA 7; G 1.9; NCTE 2.1.2; CR 2)


Core Assessment:



EN/ED 325:  Modern Grammar
Term Project
Formal Essay (min of 2000 words) and Oral Presentation (10 minutes)


Purpose and Content


The purpose of this assignment is to allow you to become more aware of and to contribute to the body of scholarly dialogue on the topic of grammar—its history, theory, and practice.  The essay prompt is intentionally broad to allow both education and non-education majors flexibility in investigating an issue of most relevance to their current and future interests/pursuits.  With that said, however, education majors will be asked to investigate as their issue a pedagogical approach (past or present) to the teaching of grammar.  Each student must contextualize his/her topic within the appropriate history relating to language study/grammatical instruction.


The investigative essay will contain an analysis of the scholarly research (from professional, peer-reviewed journals) collected on the topic and will also include the writer's own response to the research.  This response should move beyond simple agreement or disagreement with the ideas presented to provide the writer's extension, complication, or application of the ideas.  For education majors, this response will take the form of a narrative description of an activity devised to teach a particular grammatical concept to a particular grade level—this narrative should be no longer than 1000 words.


In terms of the core learning outcomes for this class, the formal essay/presentation assignment responds to:


Outcome #2:  Students will demonstrate proficiency in the use of the language for contemporary grammatical study and in the recognition and manipulation of grammatical structures (MoSTEP 1.1).

Outcome #3:  Students will investigate an issue related to the study of grammar, demonstrating scholarly research, synthesis and analysis skills (MoSTEP 1.1, 1.2.7).

Outcome #4:  For students who plan to earn their English/Language Arts teacher certification, the following MoSTEP Standards guide this course:  The preservice teacher will demonstrate a knowledge of and/or competency in the following areas (MoSTEP 1.1, 1.2.1, 1.2.7):




  • Using standard spoken and written English (CA 1; NCTE 2.4; CR 1)


  • Identifying diversity in language use and dialects (CA 7; G 1.10; 4/2-4.3; NCTE 2.1.4-3.2.5; CR 2-4)


  • Understanding the history and the dynamic nature of the English language (CA 7; G 1.9; NCTE 2.1.2; CR 2) 


Audience


Your targeted audience should be individuals interested in teaching, in learning more about grammar (and/or socio/linguistics to a limited degree), its history, theory, practice—in other words, a college-level audience, professionals. You will need to organize your material clearly both in the written and oral versions (10 minutes) so classmates can take notes easily for discussion and examination purposes. Copies of your papers for classmates will be provided for download through our eCompanion shell.


Requirements


In composing your draft, you will want to use the literary present tense and avoid the use of the first person pronouns (I, we). This assignment is intended to give you practice writing formal analysis of scholarly material, and it needs to be presented in a formal format and with a formal tone.  Your project will adhere to either MLA or APA for overall format, in-text citations, and bibliography.  Consult your Everyday Writer and ask questions if any of these items are not clear, or if you are unsure about other documentation requirements not specifically mentioned.   


Assessment


Term projects are assessed upon the following four factors:


1)  Focus: The content must reflect a specific focus on a carefully narrowed topic and issue (determined in consultation with instructors).


2)  Development/Analysis: The content must reflect a strong understanding of and response the issue under examination, including representation of multiple perspectives.


3)  Coherence: The project must be ordered in such a way that the reader can follow the coherence of the project's intent from point to point and start to finish.


4)  Mechanics: The project must reflect the writer's mastery of the conventions of standard written English and the conventions of scholarly research and writing, including careful documentation of ideas, paraphrases, and direct quotations from outside sources.


In general terms, significant weakness in any one of these areas reduces the value of a project by a letter grade. However, serious weakness in one area can lead to the loss of two or three letter grades or to a failing grade.

Link to Class Rubric

Class Assessment:
Formative assessments will consist of homework assignments and group activities designed to assess students' mastery of grammatical concepts and analysis.  Much of the time, students will use these homework activities to work together in peer groups to explore grammatical structures in written contexts.  Students will also keep a “language journal” throughout the semester, which will allow them to record observations of and informally analyze connections between grammar and meaning.

Summative assessments consist of a mid-term examination; a cumulative research paper/project; and a final examination—all designed to provide students opportunities to demonstrate proficiency in grammatical analysis and the application of grammatical concepts and ideas to their research interests (for education majors or prospective majors, this will entail research over common pedagogical approaches to the teaching of grammar at various levels).

Grading:
Homework and Participation: 30%
Mid-Term: 15%
Research(ed) Paper: 30%
Final Examination: 25%

Late Submission of Course Materials:
All assignments are due at the beginning of class.  One letter grade will be deducted for each day an assignment is late.  Check your schedule for potential conflicts well ahead of due dates, and speak with me ahead of time if you anticipate difficulty meeting a deadline.

Course Topic/Dates/Assignments:
Week One:  
Overview of Linguistics and Grammar

Week Two:  
Basic Sentence Patterns, Part One

Week Three:  
Basic Sentence Patterns, Part Two

Week Four:  
Phrases as Sentence Constituents  
Modification in Basic Sentence Patterns
Midterm Exam

Week Five:  
Simple, Compound, and Complex Sentences  
Subordinate Clauses

Week Six:
Coordination (Compounding)
Elaboration of the Auxiliary and Main Verb

Week Seven:
Transformations
Parts of Speech

Week Eight:
Final Exam

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.   Park University 2005-2006 Undergraduate Catalog Page 85-87

Plagiarism:
Plagiarism involves the use of quotations 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 assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 85-87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: 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. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2005-2006 Undergraduate Catalog Page 89

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                              
Outcomes
3, 4a, 4b                                          
Discussion of topic presents and expresses the relationship among viewpoints from multiple and diverse perspectives Discussion of topic presents viewpoints from multiple and diverse perspectives Discussion of the topic presents only one perspective (or only the binary—pro/con—perspectives) or presents viewpoints from non-scholarly resources Discussion of the topic does not present any perspectives from scholarly research 
Analysis                                                                                                                                               
Outcomes
3                                                  
The writer makes clear, sophisticated, and persuasive links between research presented and thesis The writer clearly relates research presented to thesis The relationship of the research to the thesis is unclear or inconsistent The writer does not relate the research presented to the thesis 
Evaluation                                                                                                                                             
Outcomes
3, 4a, 4b                                          
The paper presents a sophisticated and compelling thesis in response to the scholarly conversation taking place about the topic The paper presents a clear and arguable thesis in response to the scholarly conversation taking place about the topic The thesis presented simply restates a viewpoint expressed in the research There is no thesis statement (overall argument about the topic) present 
Terminology                                                                                                                                            
Outcomes
2                                                  
Paper demonstrates sophisticated use (understanding) of grammatical/linguistic terminology in presentation of thesis and support Paper accurately appropriates grammatical/linguistic terminology in presentation of thesis and support Paper does not accurately incorporate grammatical/linguistic terminology Paper does not incorporate grammatical/linguistic terminology 
Concepts                                                                                                                                               
Outcomes
3                                                  
Paper demonstrates a thorough and sophisticated investigation of an issue related to the study of grammar, demonstrating scholarly research, synthesis and analysis skills Paper investigates an issue related to the study of grammar, demonstrating scholarly research, synthesis and analysis skills Paper reflects only a surface investigation of an issue related to the study of grammar and/or does not demonstrate scholarly research, synthesis and analysis skills Paper does not investigate an issue related to the study of grammar and/or demonstrate scholarly research, synthesis and analysis skills 
Application                                                                                                                                            
Outcomes
2,3,4a, 4b                                         
Writer contextualizes argument within the broader field of language study (linguistics, socio-linguistics, or education) Writer contextualizes argument within the broader field of language study (linguistics, socio-linguistics, or education) Writer minimally or inaccurately contextualizes argument within the broader field of language study (linguistics, socio-linguistics, or education) Writer does not contextualize argument within the broader field of language study (linguistics, socio-linguistics, or education) 
Whole Artifact                                                                                                                                         
Outcomes
3, 4a                                              
Content displays consistent facility in the use of standard edited English, demonstrating variety in sentence structure and range of vocabulary

 
Content conforms to standard edited English with a minimum of grammar or mechanical errors Frequent/distracting errors in grammar and mechanics Errors in grammar and mechanics are so severe as to obscure meaning 
Component                                                                                                                                              
Outcomes
3                                                  
Paper format and documentation of sources reflect mastery of MLA or APA conventions Writer accurately uses MLA or APA format to document ideas, paraphrases, and direct quotations from outside sources Paper contains errors in in-text or end-text citations, including missing citations for ideas, paraphrases, and direct quotations from outside sources Writer does not utilize MLA or APA to document sources 
M/LL Courses                                                                                                                                           
Outcomes
                                                  
N/A N/A N/A N/A 

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Last Updated:5/15/2006 3:02:31 PM