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Education Major Version

EN 325 Modern Grammar
Kofler, Silvia


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

EN 325 Modern Grammar

Semester

F2T 2011 DL

Faculty

Kofler, Silvia

Title

Senior Instructor

Degrees/Certificates

Master in English from The University of Missouri, Kansas City
Bachelor in English from William Jewell College, Liberty, Missouri

Daytime Phone

816-405-4178

E-Mail

silvia.kofler@park.edu

Semester Dates

Monday, October 17, 2011-Sunday, Decmber 11, 2011

Class Days

TBA

Class Time

TBA

Credit Hours

3


Textbook:

 

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

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:
EN325 Modern Grammar: This course concentrates on modern approaches to English grammar and its teachings after a brief historical perspective of transformational, structural, and traditional methodologies 3:0:3

Educational Philosophy:

This course concentrates on modern approaches to English grammar and its teachings after a brief historical perspective of transformational, structural, and traditional methodologies. Each week you will have reading assignments vital to the discussion and interactions in this course. The instructor's educational philosophy is one of continued interactiveness through readings, lectures, dialogues, writing workshops, discussion threads and more.



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; 1.2.1.1. 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; 1.2.1.1. 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 1.2.2.4; 1.2.4.1; 1.2.4.2; 1.2.5.2. 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:

Each student will be responsible for completing:
  • Weekly reading assignments
  • Weekly discussion assignments
  • Weekly homework assignments
  • Midterm examination
  • Term project brainstorming and writing workshops
  • Term project (annotated bibliography)
  • Proctored* final examination (taken in person at a Park Campus Center or other approved location) 

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:

  • It will be the responsibility of the student to arrange for a proctor, by the 6th week of the term, who is accepted and approved by the course instructor.
  • Approval of proctors is the discretion of the Online instructor.
  • A proctor request form will be made available to you during the first week of class so that you can send your requested proctor to your instructor for approval.
  • Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade.  

Grading:

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

Late Submission of Course Materials:

Initial posts to discussion and homework threaded discussions are due by Wednesday (12 Midnight CT) of each week.  Students can engage in peer review and tweak their responses until Sunday (12 Midnight CT) of each week.  The term project is due Sunday (12 Midnight CT) of Week Seven.
 
No late work will be accepted for discussion assignments; homework may be accepted late for partial credit if arrangements are made with the instructor prior to the due date.  The exams and term project must be completed on/by the due dates.

Classroom Rules of Conduct:
Online Participation

This course is offered Online, over the Internet, using Park's eCollege platform. Students are expected to devote a minimum of five hours per class week either logged on to the eCollege or conducting research or discussing assignments with your instructor or classmates, the same amount of time you would spend in the physical classroom.

A class week is defined as the period of time between Monday and Sunday. The first week begins the first day of the term and ends midnight the following Sunday. Assignments scheduled for completion during a class week should normally be completed by Sunday of the week assigned, although I'll provide specific due dates for all assignments, including online discussions. Writing assignments and formal papers should be completed and successfully submitted so that they are in my hands on the due date.

NOTE: Because this is an Online course designed to get feedback on assignments to you directly via the Internet, you must make prior arrangements with me before submitting a paper via fax or the postal service. If you ever have problems transmitting your assignments to me, telephone me or send me an email immediately, and I'll be glad to assist.

Course Topic/Dates/Assignments:

Week Topic Assignments Due
One Key Issues and Movements in the Study of Modern Grammar Complete assigned readings.  Participate in Discussion and Homework threads; complete un-graded "initial assessment".  Post initial ideas for term project.
Two Seven Sentence Constituents and their Basic Sentence Patterns Complete assigned readings.  Participate in Discussion and Homework threads.  Finalize term project topic.
Three Basic Sentence Patterns (cont.) Complete assigned readings.  Participate in Discussion and Homework threads; complete mid-term preparation self-check.
Four Phrases as Constituents Complete assigned readings.  Participate in Discussion and Homework threads; complete mid-term examination.
Five Linking Clauses:  Subordination and Coordination Complete assigned readings.  Participate in Discussion and Homework threads.  Proctor arrangements are due this week.
Six Elaboration of the Auxiliary Complete assigned readings.  Participate in Discussion and Homework threads; submit first draft of term project and participate in "Term Project Writing Workshop".
Seven Transformations & the Style-Semantics Connection Participate in Discussion and Homework threads; post questions to "Final Exam Discussion" thread; submit final draft of term project.
Eight Correctness Participate in Discussion threads; complete final examination in-person with approved proctor.

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

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. from Park University 2011-2012 Undergraduate Catalog Page 93

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 "F".
  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: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 96

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:





Tips for Success:


Based on my experience as both a student and teacher of grammar, here are my top five tips for success in EN325:



       
  • Read and Re-Read:  The readings of this course are not intended to be difficult; but because of the enormous scope of grammatical study and the short time we have to explore it, the coursework is intense, requiring your complete attention and a great deal of rereading and reconsidering. The textbook is brief, but every word is there for a purpose. Every example is worth considering carefully. It is also cumulative. If you don't understand one chapter, the next chapter will be much more difficult to understand. 

       

  •    
  • Ask Questions:  Don't hesitate to ask questions in the Office area of our course or, if you would prefer, via email to your instructor.  Since the course is cumulative, it is critical that you diligently pursue a complete understanding of each concept.  Don't be afraid to ask any question!  In each week's discussion, you'll also have opportunities to work with each other--peer learning/teaching is usually the most rewarding component of an online course, especially this one. 

       

  •    
  • Identify Online Resources:  Although our emphasis in this course will be on function (how a grammatical constituent functions in the context of a given sentence), it is helpful to have a good dictionary handy, as sometimes a form definition is a good place to start.  My online dictionary of choice is Merriam-Webster, http://www.m-w.com/.  Also, a good online language handbook will provide definitions as a starting point.  Some of my favorites include The Guide to Grammar and Writing, http://webster.comment.edu/grammar/ and Daniel Kies' textbook Modern English Grammar, http://papyr.com/hypertextbooks/engl_126/books126.htm.

       

  •    
  • Login and Participate Regularly:  Some online students simply login once or twice during the week...to post their initial responses and to respond to peers.  A better approach is to login each day or every other day to monitor (not necessarily respond to) the online discussions.  That way, you aren't trying to absorb all of the postings in one or two sittings.  I recommend going into the online course on Monday or Tuesday and trying to ask any questions you have about the readings before your online discussion posting is due.  You can post questions in the discussion area; in our virtual office (under Course Home); or via private email to your instructor


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.

Bibliography:



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1,2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                
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) 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1,2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
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.  
Analysis                                                                                                                                                                                                                                                   
Outcomes
1,2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
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.  
Application                                                                                                                                                                                                                                                
Outcomes
1,2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
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                                                                                                                                                                                                                                   
Outcomes
2,3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
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                                                                                                                                                                                                                           
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
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                                                                                                                                                                                                               
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
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                                                                                                                                                                                                               
Outcomes
3                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
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:9/15/2011 6:15:42 PM