English 395: English Grammars (PDF Version)
Grant T. Smith, Ph. D.
MWF 9 a.m. – 9:50 a.m. MC 414
Spring Semester, 2010
Office: MC 533; Phone: 796-3485; E-mail: firstname.lastname@example.org
Office hours: T Th 9 a.m. to 12 noon (By Appointment)
Text: Martha Kolln and Robert Funk: Understanding English Grammar, eighth edition
English 395 is designed to provide an intensive study of English grammars. Included in the study will be discussions of English phonology, morphology, syntax and semantics as applied in traditional, structural, and transformational grammars. The course is also designed to make students aware of their usage of grammar in their speaking and writing.
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- Thinking—Students engage in the critical and creative thinking
- Ethical Decision Making—Students respond to ethical issues
- Communication—Students communicate effectively orally and in writing
- Aesthetic Sensitivity—Students engage in artistic experiences and reflect critically upon them
- Cultural Sensitivity—Students demonstrate a respect for the diversity of the human experience
- Community Involvement—Students demonstrate responsible citizenship
English Department Student Learning Outcomes:
These are the six learning outcomes of the English major. Few English courses promote all six learning outcomes, but, collectively, these are the outcomes you can expect as an English major. The right-hand column shows how your work in English 395 promotes these outcomes.
Student Learning Outcome
Critically read and analyze a variety of texts.
sentence analysis in class
Invent, draft, revise, and edit effectively for various audiences and purposes.
sentence analysis in class
Document research proficiently
Demonstrate proficiency in the use of bibliographic resources and other research tools to find, incorporate, and properly cite sources, according to MLA style.
Understand literary classifications
Demonstrate familiarity with classification of literature written in English, including:
- Historical development
Understand development of English
Demonstrate familiarity with the basic history of the development of the English language.
This department SLO needs to be revised to include 395, which is the grammar of today’s Standard English.
Transfer skills to work
Connect academic training to potential professional experience.
Links related to English Department Student Learning Outcomes:
- Thinking—The students will engage in critical thinking when they explicate or “close read” literary texts; when they identify formal elements such as point of view, literary language, symbolism, imagery; when they consider texts and authors in relation to historical, cultural, ideological, and theoretical contexts; when they compare what they are reading with what they have read previously; when they relate what they are reading to the wider world and to universal issues of human life. Click here for a Critical Thinking Web Page. Click here for a Logical Fallacies Web Page.
- Communication—The students will articulate in class and in assigned writing assignments their interpretations, insights, analyses, and evaluations of the assigned literature. Click here for the English Department’s Home Page on Writing a Critical Analysis of Literature.
- Aesthetic—The students will articulate in class and in assigned writing assignments their understanding of the elements of a “masterpiece” of young adult literature. The students will evaluate the lasting quality of literature from the formal and contextual elements embedded in the literature.
- Ethics—The students will articulate in class and in assigned writing assignments their responses to the ethical questions and dilemmas posed in the assigned readings. Ethics is generally defined as the principles of conduct governing an individual or group; concerns for what is right or wrong, good or bad. The students will not plagiarize. Click here for the Viterbo University plagiarism statement. Click here for the Viterbo University Institute of Ethics in Leadership Web Page.
- Cultural Sensitivity—The students will read various texts by diverse authors. The students will articulate in class and in assigned writing assignments their understanding of life values represented in different texts in relation to their own. Individual projects are designed to give the students an opportunity to move outside of their own culture and to study and interact with a new culture. Click here for the Viterbo University sexual harassment statement.
The students will become familiar with the rules, terms, history and theories of English grammars, and they will apply those concepts in their writing, speaking and teaching practices.
The class will rely upon lectures, class discussions, individual research, and practice exercises and exams to learn basic grammar principles.
Because new concepts are introduced in each session, and because each concept builds upon the previous concept, perfect attendance is highly encouraged. Students who have three or fewer absences during the semester will receive 100 points. Students who have four to six absences will receive 60 points. Any student who has more than six absences will be asked to withdraw from the course. Class participation (completion of assignments) will be worth 100 points. Each exam will be valued at 100 points. The final exam will be comprehensive and valued at 200 points.
Schedule of Classes:
Week One: January 18
Introduction to Grammar
Week Two: January 25
Review Parts of Speech
Chapters 12 – 14
Week Three: February 1
Continue Parts of Speech
Week Four: February 8
Basic Sentence Patterns
Chapters 2, 3
Week Five: February 15
Continue Basic Sentence Patterns
Week Six: February 22
Week Seven: March 1
Exam on Chapters 1 – 4, 12 – 14
Week Eight: March 8 (Spring Break)
Week Nine: March 15
Week Ten: March 22
Week Eleven: March 29 (Easter Break April 2)
Week Twelve: April 7
Week Thirteen: April 12
Week Fourteen: April 19
Exam Chapters 6 – 10
Week Fifteen: April 26
Changing Sentence Focus
Grammar for Writers
Week Sixteen: May 3
Week Seventeen: May 10 (Final Exam)
Tuesday, May 11, 7:40–9:40 a.m.