English Grammar engl 3372. 001. 2172



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English Grammar

ENGL 3372.001.2172


Spring 2017

Tues & Thurs 5:40-6:55pm

Mrs. Maureen Page

Office: MB 4124

Email: page_m@utpb.edu

Office Phone: 552-2294

Office Hours: TBA

Course Description:

This course is a systematic study of the fundamentals of English grammar, with attention to the analysis of constituent structure, and the identification and practice of the conventions of Standard Written English usage.

The main goal of this course is to help students understand the systematic nature of language. We will draw upon a range of grammatical theories, and our primary focus will be on the written sentence. Students will also learn how to bring this knowledge into their own writing and teaching practices.

Prerequisites: English 1301 & 1302
Goals:


  • To help students to recognize and understand the usage of the parts of speech in the English language.

  • To provide students with a breadth of knowledge of the use and manipulation of language.

  • To enhance students’ awareness of the technical side of language.

  • To help students relate this technical awareness to their own practices.



Text:

English Grammar: Language as Human Behavior.

By Anita A. Barry. 3rd ed. Pearson, 2013.



Participation:

In this class, you will learn by doing. The substantive activities we do: in class exercises, group work, and going over homework assignments – cannot be replicated outside of class. To do well on the quizzes and final exam – even to pass the class – you will have to be in class regularly. Your attendance is very important for the successful completion of this course, since the lectures and discussions are related to the tests, papers, midterm, and final. Students who have to miss a class because of university activities should submit a note from appropriate instructors/coaches. Only students with an excused absence, or those who can justify their absence with circumstances beyond their control, will be allowed to make up tests. You must let me know in advance if you need to make up a test. If you have any difficulties with the course or any questions about the assignments, please do not hesitate to see me during my office hours.


Academic Honesty:

Academic honesty involves acknowledging the words or ideas of others. It is a basic element in almost all work you will do at the University. Using the words or ideas of other people without acknowledgement is called plagiarism and is regarded as a type of theft. Students are expected to understand the principle of academic honesty and to avoid plagiarism.



Plagiarism in a paper is grounds for a grade of F on that paper.
Grades:

Grades are distributed as follows:

Tests 25%

Midterm 15%

Final 15%

Homework 10%

Paper 1: 4-6 pages 15%

Paper 2: 4-6 pages 15%

Attendance 5%

100
Late assignments will not be accepted unless you have a good excuse that can be documented, such as a serious illness (Dr.’s note), a death in the immediate family (bring me the flyer from the funeral), or you were in jail (show me the court paperwork).


Tests and Quizzes:

There will be tests weekly, as well as a midterm and a final exam. This frequent testing gives the student ample opportunity to recover from one bad test score.


Decorum:

Language that demeans people based on race, sexual preference, ethnicity, gender, or age will NOT be tolerated in this class.

Cell phones will not be left on during class. If you have an emergency – see me, if not & it rings during class, I will ask you to leave the classroom and not return for that day, resulting in a 0% for that day’s work and attendance.

Class Schedule:

Note: the dates in this schedule are tentative and may be changed at a moment’s notice. Students are responsible for all announced changes whether they are present in the class or not when such announcements are made.



Week 1

Jan 17 Introduction / Policies and Procedures

Jan 19 Chapter 1 “Why Study English Grammar?”

Week 2

Jan 24 Chapter 2, “How Do We Study English Grammar?”

Jan 26 Grammar / Quiz
Week 3

Jan 31 Chapter 3, “Nouns and Noun Phrases”

Feb 2 Nouns
Week 4

Feb 7 Nouns / Quiz

Feb 9 Chapter 4, “Verbs and Verb Phrases”
Week 5

Feb 14 Verbs

Feb 16 Verbs / Quiz / Review
Week 6

Feb 21 Test 1

Feb 23 Chapter 5, “Pronouns”
Week 7

Feb 28 Chapter 6, “Adjectives and Adverbs”

Mar 2
Week 8

Mar 7 Chapter 7, “Prepositions and Particles”

Mar 9

Week 9

Mar 14 No School – Spring Break

Mar 16
Week 10

Mar 21 Review Article Summary & Analysis Due

Mar 23 Test 2
Week 11

Mar 28 Mid-Term Exam

Mar 30 Chapter 8, “Clause Type: Voice”

Week 12

Apr 4 Chapter 9, “Clause Type: Discourse Function”

Apr 6
Week 13

Apr 11 Chapter 10, “Clause Type: Affirmative versus Negative”

Apr 13 Review
Week 14

Apr 18 Test 3

Apr 20 Chapter 11, “Combining Clauses into Sentences: Coordination”
Week 15

Apr 25 Chapter 12, “Combining Clauses into Sentences: Subordination”

Apr 27 Paper 2 due
Week 16

May 2 Review

May 4 Test 4
Week 17

May 10 Final Exam – 10:15 am – 12:15 pm




Time is the coin of your life.

It is the only coin you have, and only you can determine how it will be spent.

Be careful lest you let other people spend it for you.



  • Carl Sandburg, poet (1878 – 1967)

University Success Center Hours



Monday – Thursday 8 am – 8 pm


Friday 8 am – 1 pm

Saturday 10 am – 2 pm


Sunday Closed






PASS Office Hours




Monday – Thursday 8 am – 9 pm


Friday 8 am – 5 pm

Saturday 10 am – 5 pm



Sunday Closed

Library Hours



Monday – Thursday 8 am – 10:45 pm


Friday 8 am – 4:45 pm

Saturday 10 am – 6:45 pm



Sunday 1 pm – 6:45 pm




GRADING CRITERIA

A – an “A” essay is not merely engaging – it is convincing. The “A” essay is also marked by stylistic finesse: the title and opening paragraph are engaging; the transitions are artful; the phrasing is tight, fresh, and highly specific; the sentence structure is varied; the tone enhanced the purpose of the paper. Finally, the “A” essay, because of its careful organization and development, imparts a feeling of wholeness and unusual clarity.


B – a “B” essay delivers substantial information – that is, substantial in both quantity and interest value. Its specific points are logically ordered, well developed, and unified around a clear organizing principle that is apparent early in the paper. The opening paragraph draws the reader in; the closing paragraph is both conclusive and thematically related to the opening. The transitions between paragraphs are for the most part smooth; the sentence structure is pleasingly varied. The mark of “B” writing is that it engages and entertains its reader.
C – a “C” essay is an average essay. It serves to convey an idea to the reader; it demonstrates knowledge of the subject it treats; mechanical errors are few and do not jeopardize the sense of the essay. However, the reader will be aware of improvements that could have been made. For instance, several paragraphs may not be fully developed; the opening paragraph may not draw the reader in; the concluding paragraph may offer only a perfunctory wrap-up; the organization may not be well suited to the topic; the sentences may follow a few predictable patters; the diction may not always be precise and effective. Thus, while “C” writing will serve its writer in most academic and life situations there is room for improvement. A “C” in our writing courses is our way of expressing confidence that the writer who earns it is able to function at the college level.
D – a “D” essay is appropriate to the assignment but does not successfully fill one or more to the next level of expectations regarding student writing. It does not communicate an idea, treat a subject or demonstrate mastery of written language and conventions well enough to be considered adequate. It may, in some manner, be incoherent, so that the reader must guess at the meanings of sentences or whole paragraphs; the reader may be unable to see how the thoughts of the writer are connected from paragraph to paragraph. Language may be used incorrectly, grammar may be so consistently poor that it detracts from a reader’s attention to the material the essay covers; the whole idea may be improperly or hastily examined and poorly conveyed. Nevertheless, the reader will find that his/her struggle to understand the essay is in some measure rewarded by the exposition of a subject that the writer has earnestly engaged. No essay the shows a lack of mastery over the mechanical rules of written English can earn more than a “D.”
F – we require that all work be done by the person asking to receive credit for it, that the work done suits the assignment given, and that the writing be an act of communication. Any failure in regards to the first or second requirements, no matter how good in other respects, must be graded “F.” An essay that does not manage to communicate the thinking of its author, does not treat a subject adequately, or does not demonstrate command of standard written English will also earn an “F.”

I have read and I understand the Syllabus for ENGL 3372.001 as presented by Mrs. Page


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