Office Hours: M-Th: 5-6
and by appointment
This class will explore the theory
and principles behind various approaches to using grammar to improve writing,
including sentence combining and error analysis. We will also discuss the various
social, political, and professional issues which revolve around grammar. Over
the course of the session, we will encounter and review the most basic forms
and functions of the grammar of Standard American English. We cannot, however,
undertake a systematic, thorough review of traditional grammar, although I will
be happy to meet with you before or after class regarding whatever grammatical
questions you might have. Finally, you will research a particular aspect of
grammar--pedagogical, theoretical, sociological, etc.--and write a position
paper based on your research. You will also give a 20-minute oral presentation
based on your research and paper.
The Writer's Options, by Donald Daiker
Teaching Grammar in Context, by Constance Weaver
Errors and Expectations, by Mina P. Shaughnessy
By working through selected sections of Daiker's The Writer's Options, we will begin to explore how specific grammatical forms--relative clauses, verbals, appositives--can be used to help writers improve their command of the English language.
Test 1: The class will be expected to combine groups of sentences by using a few of the specific grammatical forms presented by Daiker.
Teaching Grammar in Context:
By reading and discussing selected chapters of Weaver's work, we will gain the historical, theoretical, and research background necessary for developing an effective grammar pedagogy.
Test 2: The class wil be expected to identify and correct run-together, comma-splice, and fragment sentences. The class will also be exptected to perform active-passive voice transformations.
With the help of Mina Shaughnessy's Errors and Expectations, the class will explore the types and causes of grammatical error.
Test 3: The class will be required to identify the various types and causes
of errors as represented by sentences drawn from Errors and Expectations.
The research paper should present your position on a grammatical topic of your choice. You must cite at least three outside sources to explain and support your argument. You'll present your paper in class, and turn in a copy to me. Please bring copies of your bibliography for the entire class. You must submit your paper topic to me by June 20th (MW) or June 19th (TTH).
Possible areas of grammar research: primary, secondary, college education;
other types of grammar and their pedagogical implications; social class; orality/literacy;
regionalism; Ebonics; Hispanic English; other dialects; ESL; foreign language
acquisition; history of grammar and/or reform movements; the "back to basics"
movement; the "standards" movement; grammar handbooks or workbooks; computer-aided
Grades: 60% tests; 40% paper
May 29: Introduction June 1: Writer's Options (Warm Ups)
May 31:Writer's Options (Relative Clauses and Participles)
June 5: Writer's Options (Appositives and Coordination)
June 7: Review; Exam
June 12: Grammar in Context (Chapters 1 - 3)
June 14: Grammar in Contex (Chapter 5 & Afterword)t; Exam
June 19: Errors and Expectations: Introduction and Common Errors; Paper Topics Due
June 21:Errors and Expectations: Syntax Errors; Exam
June 26 : Presentations
June 28: Presentations; Papers Due
May 30: Introduction and Writer's Options (Warm Ups)
June 4: Writer's Options (Relative Clauses and Participles)
June 6: Writer's Options (Appositives and Coordination)
June 11: Review; Exam
June 13: Grammar in Context (Chapters 1 - 3)
June 18: Grammar in Context (Chapter 5 and Afterword)t; Exam
June 20: Errors and Expectations: Introduction and Common
June 25: Errors and Expectations: Syntax Errors;Exam
June 27: Presentations
July 2: Presentations; Papers Due