EN 325 Modern Grammar
FA 2007 HO
Emily Donnelli Sallee
Assistant Professor of English
ABD, English, University of KansasMA, English, University of KansasBA, English, William Jewell College
MW, 12-1; T, 9-11, Also by Appointment
4:40 - 5:55 PM
Curzan, Anne and Michael Adams. How English Works: A Linguistic Introduction. New
York: Pearson, 2006.
Glauner, Jeff. Essentials of Grammar: A Textbook for Teachers, Editors, Secretaries,
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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 and immediate context 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 persuade 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 regarding your approach to teaching Standard American English in the classroom.
Learning Outcomes: Core Learning Outcomes
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 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.
Summative assessments consist of a mid-term examination; a cumulative research 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).
Short Papers, In-Class Writing 30%
Term Project 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.
Unit I (Weeks 1-3): Foundations and Big-Picture Concepts
In this unit, we will take a litmus test of our own and others’ understandings and definitions of “grammar”. We will cover a brief historical survey of approaches to grammar, the goal of which will be to identify key issues in the study and usage of language that we will discuss throughout the term.
Unit II (Weeks 4-5): Sentence Patterns, Part One
In this brief unit, we will use the concept of a sentence “pattern” to understand the common construction of a simple sentence (that is, a single independent clause): SVO. We will introduce seven basic sentence patterns, but focus only on three: intransitive verb, direct object, and indirect object. During this unit we will also begin an extended synthesis exercise. You will use that passage to apply the concepts we cover in the rest of the class.
Unit III (Weeks 6-8): Sentence Patterns, Part Two
Continuing our study, we will consider the other four basic sentence patterns: subject complement (adjectival); subject complement (nominal); object complement (adjectival); and object complement (nominal).
Unit IV (Weeks 10-11): Phrases as Constituents
With the basic sentence patterns under our belt, we turn in this unit to the primary ways that those sentence patterns can be modified (nominally, adjectivally, or adverbially) using various types of phrases. In this unit, we will practice dissecting independent clauses (simple sentences) to identify their constituent phrases and the functions of those phrases in constructing the overall meaning(interpretation) of the sentence.
Unit V (Weeks 12-13): Linking Clauses: Compound and Complex Sentences
Up until this point, we have dealt primarily with the independent clause and thus the simple sentence. In this unit, we will branch out to cover what happens when multiple clauses are linked, with a focus on subordination (and the subordinate or dependent clause) as a linking approach. During this unit, your researched project will be due.
Unit VI (Weeks 14-15): Linking Clauses: Coordination
Having focused on subordination in our Unit V discussion, we will cover coordination of phrases and clause—that is, compounding.
Unit VII (Week 16):
In this final week of the course, we will continue to drill down from sentence to constituent by ending at where most grammar courses begin, with a list of the traditional parts of speech. We will examine (and perhaps revise) this list in light of what we’ve learned over the course of the semester. During this final week, we will prepare for the final examination.
Week 17: Final Examination (TBA)
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 2007-2008 Undergraduate Catalog Page 85-86
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 2007-2008 Undergraduate Catalog Page 85
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2007-2008 Undergraduate Catalog Page 87-88This is an interactive, discussion-based class that depends on your participation. You'll notice that a significant percentage of your final grade is based on your activity in our class, and this is to reinforce the importance of taking an active role in your learning in this class and throughout college. With that said, here are my specific attendance policies:
• Missing four class meetings will result in an automatic drop of one letter grade.
• Five absences will result in your failure of the course. It is your responsibility to contact me or another student about what you missed in class if you are absent.
• Except in cases of extended illness, death in the immediate family, school-sponsored activities, or religious holidays, I do not distinguish between excused and unexcused absences.
• Arrival to class more than 10 minutes late constitutes an absence.
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:8/21/2007 11:48:54 AM