English 220: Descriptive English Grammar/Spring 2004
Instructor
Barbara Schwarte
331 Ross Hall
294-6811 (Office)
schwarte@iastate.edu
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Office Hours
2:15- 3:30pm Tuesday
11:00-11:30am Wednesday
2:15- 3:30pm Thursday
By Appointment
COURSE DESCRIPTION:
English 220 is a descriptive, not a remedial, grammar course. We will begin by looking at
some issues related to grammar usage in order to better understand why we have the
grammar "rules" that we do, where they came from, and how these rules can differ depending
on the context in which they are used. We will then explore several approaches to describing
a language's grammar. The rest of the course will focus on analyzing various English
grammatical structures (i.e., learning terminology, identifying/classifying grammatical units,
etc.). By doing these analyses, you will become better acquainted with how English is
structured (i.e., how words are organized into meaningful phrases, clauses, sentences,
discourse). The format for class meetings will involve analysis and problem-solving activities,
not lecturing. Reading the textbook before doing the activities will facilitate your learning.
---------------------------------------------------------------------------------------------------------------------------TEXTBOOK:
Analyzing English Grammar (Fourth Edition) by Thomas Klammer, Muriel Schulz, and
Angella Volpe (Allyn and Bacon).
COURSE MATERIALS:
Much of what we will be doing in class involves analyzing data presented in worksheets to
determine patterns in English usage (i.e., to discover the grammar of English). These
worksheets are available by turning in to me three ISU Copy Center Coupon Cards ($3.00
per card). Cards can be purchased at the Copy Center in the Memorial Union or at the Hub.
Please put your name on each card before turning them in.
---------------------------------------------------------------------------------------------------------------------------COURSE GOAL AND OBJECTIVES:
The goal of this course is to provide an understanding of how English is structured (its
components and rules for combining these components). Not a primary goal of this course is
an improvement in your use of grammatical structures in oral and written communication,
though this may be a secondary course benefit. Though this course does not focus on the
teaching of grammar, some activities and tasks have pedagogical implications for those who
plan on teaching.
English 220: Descriptive English Grammar/Spring 2004
The following are specific course objectives:
OBJECTIVES
1.An understanding of basic concepts in the
study of grammar (e.g., prescriptive vs.
descriptive grammar, grammar vs. usage,
grammatical prototypes, competence vs.
performance, etc.)
2. An understanding of the several key
influences on English usage (e.g., regional
and social dialects, language styles,
language standards, etc.)
3. An understanding of the need for
tolerance and respect for various varieties of
English usage in various contexts
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Performance Indicators
Passing score on homework tasks, (pop)
quizzes, end-of-chapter examinations dealing
with these topics.
Passing score on homework tasks, (pop)
quizzes, end-of-chapter examinations dealing
with these topics.
Passing score on homework tasks, (pop)
quizzes, end-of-chapter examinations dealing
with issues related to this topic. Especially
important here is participation in class
discussions.
4. An understanding of English morphology,
Passing score on tasks which measure the
including the ability to classify different
ability to analyze morphemes--homework
morpheme types and to identify different
tasks, (pop) quizzes, end-of-chapter
types of morphemes
examinations, and final examination.
4. An ability to analyze basic sentences into
Passing score on tasks which measure the
their various components (e.g., nouns, verbs, ability to analyze components of a sentence-adjectives, adverbs, prepositions,
homework tasks, (pop) quizzes, end-ofconjunctions, relative pronouns, etc.)
chapter examinations, and final examination.
5. An ability to recognize various basic
Passing score on tasks which measure the
sentence types and transformation processes ability to recognize sentence types and
(questions, negatives, passives, etc.)
transformations--homework tasks, (pop)
quizzes, end-of-chapter examinations, and
final examination.
6. An ability to classify different types of
Passing score on tasks which measure this
relative clauses, that-clauses, infinitive and
classification ability--homework tasks, (pop)
gerund constructions
quizzes, end-of-chapter examinations, and
final examination.
7. An ability to identify and explain the cause Passing score on tasks which measure this
of common morphological and syntactic
ability--homework tasks, (pop) quizzes, enderrors
of-chapter examinations.
8. A knowledge of possible resources for
Passing score on tasks involving the use of
investigating grammatical issues and usage
such resources.
The performance indicators above will be given the following weighting:
1. Homework Tasks and (Pop) Quizzes
20%
2. End-of-chapter Examinations
60%
3. Final Examination (Cumulative)
15%
4. Attendance and Class Participation
5%
The guidelines above are not absolute but are a general indication of the grading policy.
Grades may be curved. Plus-minus grades will be given.
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English 220: Descriptive English Grammar/Spring 2004
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POLICIES:
Examinations and Quizzes
Examinations will be "open book" (i.e., you can use the textbooks and any other materials
given out in class). Exam questions usually mirror the types of tasks done in homework
assignments.
Dates for each of the end-of-chapter examinations are not noted on the syllabus but will be
announced in class. Exam dates will usually be announced a week in advance.
Exams cannot be rescheduled unless under the most “extreme” circumstances and at the
instructor’s discretion. Arrangements to make up an exam must be made before the exam is
given and, if rescheduled, the exam must be taken by the class meeting following the
originally scheduled date. Don't plan to take the final exam--make travel plans based on
when we are scheduled for the final exam.
Missed quizzes may not be made up.
Absences
Attendance is taken during each class session. After three absences 5 points from a total of
100 will be subtracted for each absence. For example, if you have 4 absences, your
"attendance score" will be 95 out of 100 points; if 5 absences, 90/100; if 6 absences, 85/100,
etc.
If you cannot make it to class, please call a classmate to find if there is an assignment (no
need to call me just to say you cannot make it to class). A class list with names of class
members and their telephone numbers will be given out in class.
Homework Due Dates
You are responsible for any assignments made, even if not present when made; please note
that phoning to say that you aren’t making it to class does not excuse you from the
assignment. Even if you are not in class when an assignment is made, it is due on the
date announced when you were absent (i.e., even if you were not in class when the
assignment was made, you are still responsible for handing in the assignment on
time). Late assignments will not be accepted—even if you were not able to attend
class. If necessary, have a friend drop off the assignment in my mailbox (206 Ross) and
email that you have done so. Usually homework assignments made during one class
session are due the following class session.
Class Participation
Please remember that participation requires both attendance and active involvement in class.
English 220: Descriptive English Grammar/Spring 2004
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Active-Learning Strategies (or How to Increase Your Chances of Getting an A in this Class)
I highly recommend that you use active-learning strategies to understand, retain, and
synthesize course material. These include…
(1) review chapter goals in text;
(2) review key terms at the end of each text chapter;
(3) pay special attention to summary tables throughout a chapter in the text;
(4) do all homework assignments (a low homework average can have a negative
impact on your final course grade!);
(5) attend class regularly (a low attendance score can have a negative impact on your final
grade);
(6) participate in class discussions and ask questions;
(7) form a grammar study group with other class members (i.e., do you own work but check
answers with others who have also done the assignment);
(8) reread chapter in the textbook after going through exercises in class;
(9) make an appointment to see me if your exam or assignment score is lower than you
expected (but don't wait until the end of semester to become concerned about exam scores!).
Make-up tasks are often possible but only if you make an appointment to discuss this option.