EN 325 Modern Grammar
S1T 2007 DL
Emily Donnelli Sallee
Assistant Professor of English
ABD, English, University of KansasMA, English, University of KansasBA, English, William Jewell College (Missouri teaching certification, grades 9-12)
Virtual (face-to-face office hours available by appointment for this class)
816-536-3884 (not after 10 p.m., please)
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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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:
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.
Other information on proctored exams:
A computerized examination will be taken in a proctored testing environment during the 8th 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:
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 2006-2007 Undergraduate Catalog Page 87-89
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 2006-2007 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2006-2007 Undergraduate Catalog Page 89-90
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 .
Tips for Success:
Based on my experience as both a student and teacher of grammar, here are my top five tips for success in EN/EDU 325:
Expect responses from your instructor submitted by email or on the threads within 48 hours. Expect responses to major assignment submissions (e.g., a draft of your research project) within a week after the week it is due. 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.
Last Updated:12/13/2006 4:30:51 PM