EN325 Modern Grammar

for U1T 2007

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EN 325 Modern Grammar


U1T 2007 DL


Webb, Judika


Senior Instructor


BA English, Troy State University, Dothan, Alabama, 1997
MA Professional Writing and Rhetoric, The University of Texas at El Paso, 2002

Daytime Phone

(915) 203-6069

Other Phone

(915) 760-6506




Semester Dates

June 4, 2007- July 29, 2007

Class Days


Class Time


Credit Hours



Glauner, Jeff. Essentials of Grammar, 2nd edtion, Park University, Online Textbook
*This text is totally online and is available for your use through our course website
**I will provide you with any other materials you will need via the course website

Additional 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.
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.
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
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
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.
FAQ's for Online Students - You might find the answer to your questions here.

Course Description:
( EDU 325) This course concentrates on modern approaches to English grammar and its teaching after a brief historical perspective of transformational, structural, and traditional methodologies. 3:0:3

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 1.1.1; CA 7; G 1.9; NCTE 2.1.2; CR 2).
  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 1.1.1; CA 7; G 1.10; 4/2-4.3; NCTE 2.1.4-3.2.5; CR 2-4).
  3. Investigate an issue related to the study or teaching of grammar, demonstrating scholarly skills of research, synthesis and analysis (MoSTEP;;; CA 1; NCTE 2.4; CR 1).

Core Assessment:

The Core Assessment for EN/EDU 325, Modern Grammar, is the final examination. This examination requires students to 1) identify the grammatical form and function of given clauses, phrases, and words using the linguistic terminology covered by the course; 2) generate their own examples of various grammatical forms; and 3) compose short essays about contemporary issues in the study and teaching of grammar.

Link to Class Rubric

Class Assessment:

Exams on theory and practice of language,  grammar quizzes, MLA/APA term project, reading-response and other prompted discussion posts.


There are 1000 points possible in our class this term.  The grading scale for this course is as follows:
A- 900-1000 points
B- 800-899 points
C - 700-799 points
D- 600-699 points
F- 500-599 points
The graded elements in our course are:
Week 1 - Discussion                              20
               Homework                             20
               Term Project Brainstorming     20
Week 2- Discussion                               20
               Homework                             20
Week 3- Discussion                               20
               Homework                             20
Week 4- Discussion                               20
               Homework                             20
               Midterm Examination             115
Week 5-Discussion                                20
              Homework                               20
Week 6- Term Project Workshop          45
              Discussion                                20
              Homework                               20
Week 7-Discussion                                20
              Homework                               20
              Term Project                           200
Week 8- Discussion                                20
               Homework                               20
               Final Examination                    300
***Scoring Rubric for postings
20        Initial positing is made by due date.  Posting not only correctly but creatively answers prompt.  Student engages
            others in peer responses that clarify and extend the conversation, demonstrating critical thinking.
17-19   Initial posting is made by due date.  Posting correctly answers prompt.  Follow-up posts engage others in peer
11-16   Initial posting is inaccurate, and/or late.  Peer response is present but perfunctory.
0           No posts present

Late Submission of Course Materials:

Late submissions will result in a reduction of of points depending on the asssignment. For Major Assignments this will be 10% of the total grade for that assignment.  Late reading-response postings will also receive a reduction of 10% of the total grade for that assignment. Last discussion postings will receive zero points. ***I will do my best to grade late assignments in a timely manner; however, late submissions often backup the grading process.

Course Topic/Dates/Assignments:

Due Dates
Week 1 - Discussion Wed. June 6
Homework Sun. June 10
Term Project Brainstorming Sun June10
Week 2- Discussion Wed. June 13
Homework Sun. June17
Week 3- Discussion Wed. June 20
Homework Sun. June 24
Week 4- Discussion Wed. June 27
Homework Sun. July 1
Midterm Examination Sun. July 1
Week 5-Discussion Thurs. July 5
Homework Sun. July 8
Week 6- Term Project Workshop Wed. July 11
Discussion Wed. July 11
Homework Sun. July 15
Week 7-Discussion Wed. July 18
Homework Sun. July21
Term Project Sun. July 21
Week 8- Discussion Wed. July 25
Homework Sun. July 29
Final Examination Sun. July 29

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 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.

  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 "W".
  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 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 .

Additional Information:

Make sure to secure a proctor for your final exam early in the course. I will be reminding you of this throughout the course.


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Responses demonstrate high level understanding of relationship between syntax and semantics. Responses demonstrate an accurate, basic understanding of the connection of linguistic form to semantic outcome. Responses discuss the semantic implications of linguistic choices in superficial or inaccurate ways. (e.g. no evidence of operationally defined competency) 
Student-generated examples illustrate grammatical forms and functions within cohesive, themed passages instead of isolated sentences. Student-generated examples accurately illustrate given grammatical forms and functions. Student-generated examples do not accurately illustrate given grammatical forms and functions, or the examples generated simply parrot ones found in the course texts.  
Student identifies the difference between grammatical form and function and also recognizes instances of ambiguity in interpretation of function. Student accurately identifies the difference between grammatical form and function. Student only partially or inaccurately recognizes the different categories of form and function.  
Student not only applies the linguistic terminology to sample passages but can also use more specific grammatical terms to identify word-level forms and functions. Student accurately applies the language of grammatical analysis to sample passages, utilizing the language of the seven basic sentence constituents and related patterns. Student does not accurately apply the language of grammatical analysis or does so only superficially.  
Content of Communication                                                                                                                                                                                                                                   
Essay responses critically discuss the implications of the course's linguistic concepts on contemporary issues in the study and/or teaching of grammar, providing the student's own interpretation of the issues. Essay responses relate the linguistic content of the course to contemporary issues in the study and/or teaching of grammar. Essay responses do not relate the linguistic content of the course to contemporary issues in the study and/or teaching of grammar.  
Technical Skill in Communicating                                                                                                                                                                                                                           
Content of essay questions displays consistent facility in the use of standard edited English, demonstrating variety in sentence structure and range of vocabulary. Content of essay questions conforms to standard edited English with a minimum of grammar or mechanical errors. Content of essay questions contains repeated/distracting errors in grammar and mechanics.  
Disciplinary Competency:  Scholarly research                                                                                                                                                                                                               
Essay responses demonstrate a depth of understanding only possible through extended reading and analysis of research. Essay responses draw upon students' research and demonstrate scholarly research, synthesis and analysis skills. Essay responses reflect only a surface investigation and do not demonstrate scholarly research, synthesis and analysis skills.  
Disciplinary Competency:  Knowledge of field                                                                                                                                                                                                               
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).  


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Last Updated:6/12/2007 12:46:50 PM