EN 325 Modern Grammar
U1T 2006 DL
Emily Donnelli Sallee
Assistant Professor of English
816-536-3884 (not after 9 p.m. CT, please)
June 5, 2006 - July 30, 2006
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.htmhttp://www.dictionary.comhttp://www2.pct.edu/courses/evavra/TGLA/Index.htmCourse 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
EN/ED 325: Modern GrammarTerm ProjectFormal 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):
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.
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.
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 RubricClass 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%
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
Basic Sentence Patterns, Part One
Basic Sentence Patterns, Part Two
Phrases as Sentence Constituents
Modification in Basic Sentence Patterns
Simple, Compound, and Complex Sentences
Elaboration of the Auxiliary and Main Verb
Parts of Speech
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.
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 .
Last Updated:5/15/2006 3:02:31 PM