English 301: English Grammar and Linguistics
Wednesday 9:00 – 10:50 AM
Course Syllabus
Instructor Contact Information:
Dr. Matt Skillen
#277 Wenger Center
skillenm@etown.edu
717.361.1232
Office Hours:
Tuesdays 1:00 – 3:00 PM
Conferences can be scheduled by appointment as well.
Course Catalog Description:
2 Credits: A study of the four major periods and philosophies of English grammar and
linguistics. This course includes a retrospective study of how the system of the English
language was established and how that very system has changed over time. Enrollees will
extend their own knowledge of English grammar and linguistics and apply these concepts to
their work in their selected fields of study.
Pre-requisites for the course:
EN 100 PLE Writing and Language
Required Texts:
Understanding English Grammar, Ninth Edition
By Martha Kolln & Robert Funk
ISBN: 0-205-20952-1
Learning Outcomes:
This course in grammar and linguistics aligns with the following proposed learning English
Department Student Learning Outcomes necessary for all English majors by graduation:
1.
Students will gain essential knowledge of literature and language, including but not limited to
techniques/devices, genres, historical periods, cultural contexts, major authors, movements, and
theories.
2. Students can
 find appropriate primary and secondary research materials,
 adequately apply them in writing to support their own arguments, and
 correctly and consistently cite their sources.
3. Students critically understand and appreciate the relationships among literature, language, and culture.
This course in grammar and linguistics also aligns with the following standards for English and the
language arts established by the National Council of Teachers of English and the International
Reading Association.
 Standard 6: Students apply knowledge of language structure, language conventions (e.g.,
spelling and punctuation), media techniques, figurative language, and genre to create,
critique, and discuss print and non-print texts.
 Standard 8: Students use a variety of technological and information resources (e.g.,
libraries, databases, computer networks, video) to gather and synthesize information and
to create and communicate knowledge.
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 Standard 9: Students develop an understanding of and respect for diversity in language
use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social
roles. Course Instructional Strategies:
The information in this course will be covered using a number of active instructional strategies.
These strategies include:
 dialogue
 reflective journal writing
 common reading
 mini-lectures
 collaborative research
 experiential learning
Description of Major Assignments:
Language Exercises 15% of Final Grade
Throughout the semester, you will be asked to complete a variety sentence and word-based
exercises in the primary textbook for the course. The instructor will assign additional exercises
when necessary.
Tests and Quizzes 15% of Final Grade
As indicated on the course calendar, students will take two quizzes and two tests—one in the
form of a midterm exam and one final exam.
Persuasive Essay on the Teaching of Grammar 15% of Final Grade
How important is it that we teach grammar rules to schoolchildren? Advancements in word
processing technology have nearly removed the need for writers to memorize tedious grammar
rules. And, if native speakers of the language can effectively use the language in their day-to-day
lives, why spend valuable instructional time in schools teaching these rules?
In 750-950 words compose an argument in support of your personal opinion in this matter. You
may use the textbook as a primary reference for this paper, but you will certainly want to explore
other resources. The High Library’s online databases will serve as excellent resources for this
assignment. Focus your search on the JSTOR and ERIC databases.
Ongoing Reflective Journal 15% of Final Grade
Each student will respond to a weekly prompt on the class weblog,
http://bluejaygrammar.posterous.com. These online responses will not only meet a regular
writing requirement for the course, but they will also drive our discussions during our weekly
meetings. Because our face-to-face time will be limited, these virtual, asynchronous discussions
will bridge the time between course meetings. Unless otherwise noted, blog responses are due on
Tuesdays at 10:00 AM.
Book Review/Class Facilitation 25% of Final Grade
At the beginning of the semester, students will form peer groups. These newly formed groups
will choose from a list of related texts, and this chosen text will become the topic of book written
book review composed collaboratively among the group members. The book review should
include the following sections:
 Summary- Provide a comprehensive summary of the text. What does the author attempt
to accomplish in writing/constructing this text?
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 Construction and Evidence Used in the Text- How is the text put together? What
evidence/research does the author use to develop the text?
 Connections to Coursework or other Courses- How does the information in the text
relate to EN 301? Does the information in the text connect to or support your work in
other courses?
 Conversation with the Author- If you could have a conversation with the author, what
would you ask him or her?
 Personal Critique- Each group member should contribute to this section. Provide a
personal critique of the text. Would you recommend this text to others studying
language?
Groups will then prepare a fifty-minute class facilitation plan that discusses the content of their
selected book. Each group will present their material according to the course calendar.
Guidelines for Class Facilitations
 Integrate technology. This may include web sites/URLs with complementary
information, music, poetry, video/DVD, etc. Be innovative.
 Your deportment should be professional, as should your attire.
 Engage your peers in discussion. This might be through an activity, small group
discussion/activity. Do not use individual seatwork. Activities should foster cooperation,
collaboration, and dialogue.
 Prepare questions to generate dialogue among your peers for the readings you are
covering. A good question requires more than a yes or no answer.
 You may invite a guest speaker for part of your time if appropriate.
 Incorporate narratives from the book to assist you in making points and to support your
statements. You also may consider using personal narratives of your own experiences.
 Seek analysis, critical thinking, and synthesis from the class
 Be creative, innovative, and do not lecture us for the entire time.
List of Approved Texts for Class Facilitations




The Elements of Style by William Strunk & E.B. White, ISBN: 0205632645
Grammar to Enhance and Enrich Writing by Constance Weaver & Jonathan Bush,
ISBN: 0325007586
Engaging Grammar: Practical Advice for Real Classrooms by Amy Bemjamin with
Tom Oliva, ISBN: 0814123384
On Language by Noam Chomsky, ISBN: 1565844750
* One copy of each approved text listed above is on hold in the High Library. Please see the
Circulation Desk to access a copy of the instructor’s copies of the approved texts.
This list of approved texts represents a continuum of knowledge of which language arts
professionals should be aware. However, if you would like to present a text that is not listed here,
please discuss this option with the instructor.
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Final Project: Real-world Language Awareness 15% of Final Grade
This long-term assignment will be turned in at the conclusion of the course.
Depending on your stance on language acquisition and language development, the recent
adaptations of the English language could be exciting or troubling to you. No matter your
opinion on the evolving nature of English, it is clear our language is in a constant state of flux.
Consider, for example, how language has changed in order for platforms like text messaging,
instant messaging, and social network media to become primary modes of communication
between millions of people from hundreds of different countries.
In your completion of this written analysis, choose a language phenomenon that suits your
personal interests and examine the establishment, growth, and lasting effects this adaption to the
language will have, or has had, on the established system of English. As we will see in our
exploration of language in class, there are a number of phenomena that have shaped the language
since the beginning of recorded history.
Possible topics for this project include:
 The proliferation of social media
 Text-based communication (i.e. letters, email, text messaging, and IM)
 Compulsory language instruction
 American immigration and naturalization policies
 European exploration and westward expansion
 So called “English Only” education policies
 The NCTE position statements on ELL or English grammar instruction
 Mechanics in the Six Traits of Writing model
 Language in popular music
 Contemporary methods of teaching grammar
 Middle school and high school grammar textbooks
o Pearson: http://www.phschool.com/atschool/txtbk_res_la.html
o Holt McDougal:
http://www.classzone.com/cz/find_book.htm?tmpState=&disciplineSchool=la_hs
&state=PA&x=26&y=23
o Glencoe: http://www.glencoe.com/
Requirements for All Assignments:
All written work and presentations should be representative of your professionalism and
therefore, should demonstrate your finest comprehension, organization, and writing abilities.
Excessive grammatical, punctuation, and spelling errors on assignments will result in a grade
reduction, or more. Merely completing assignments does not guarantee receipt of the highest
grade.
All assignments are required to be word-processed using Microsoft Word and spell-checked.
Acceptable fonts are 11- point or 12-point serif font, for example Times New Roman, and all
documents should be formatted with one-inch (1") margins. Assignments should be turned in as
an email attachment to skillenm@etown.edu.
All assignments are due as they are listed on the syllabus calendar. Late assignments are not
accepted. If there are extenuating circumstances, contact the instructor directly—in advance.
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There may be exceptions with prior discussion and approval from the instructor. No extra credit
is offered. All learners are expected to put forth their best professional effort in completing each
course requirement and assignment.
Re-submittal of Assignments: We all learn from our mistakes. Therefore, assignments may be
resubmitted after their return to the student. The original assignment, in addition to the resubmittal should both be given to the instructor for assessment.
REMEMBER:
 Re-submittals must demonstrate significant improvement.
 Re-submittal does not guarantee a better grade.
 Re-submittal is not an option for quizzes or the final project.
Statement on Academic Honesty:
Making efficient use of a wide variety of resources in your writing is celebrated at this academic
level. However, plagiarism is not an acceptable practice. When you turn in composition, you do
so with the understanding that you are turning in a work that is original. If resources are utilized
in the composition, it is assumed that those resources are cited properly. When an assignment or
exam is turned in with evidence of plagiarism, disciplinary action will be taken. If you have
concerns or questions about Elizabethtown College’s academic honesty policy, you may consult
the Elizabethtown College manual on Academic Integrity at
http://www2.etown.edu/library/AcademicIntegrity.pdf.
Citing References:
All sources utilized in written assignments, including web sources, must be properly cited using
MLA or APA formats.
http://www.library.cornell.edu/services/citing.html
http://citationmachine.net
Statement on Disability: Elizabethtown College welcomes otherwise qualified students with
disabilities to participate in all of its courses, programs, and activities. If you have a documented
disability and require accommodations to access course material, activities, or requirements, you
must:
1.) Contact the Director of Disability Services, Lynne Davies, in the Center for
Student Success, BSC 228, by phone (361-1227) or email daviesl@etown.edu.
2.) Meet with me, the instructor, within two weeks of receiving a copy of the
accommodation letter from Disability Services to discuss your accommodation
needs and their implementation.
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Date
W 1/18
W 1/25
W 2/1
W 2/8
W 2/15
W 2/22
W 2/29
W 3/7
W 3/14
W 3/21
W 3/28
W 4/4
W 4/11
W 4/18
W 4/25
W 5/2
TBD
Class Meeting Topics
Course Introduction :: The History of the
English Language
Chapter 1: The Study of Grammar
Chapter 2: Words and Phrases
Chapter 3: Sentence Patterns
Chapter 3: Sentence Patterns Continued
Class Facilitation: Elements of Style
Chapter 3 Quiz
Chapter 4: Expanding the Main Verb
Class Facilitation: Engaging Grammar
Chapter 4: Expanding the Main Verb Cont’d
Chapter 5: Changing Sentence Focus
No Class: Spring Break
Midterm Exam: Comprehensive (CHs 1-5)
Chapter 6: Modifiers of the Verb: Adverbials
Chapter 7:Modifiers of Nouns: Adjectivals
Modifiers Quiz
Chapter 8: The Noun Phrase Functions:
Nominals
Class Facilitation: Grammar to Enhance and
Enrich Writing
Chapter 9: Sentence Modifiers
Chapter 10: Coordination
Chapter 11: Morphemes
Final Project Discussions
Chapter 12: The Form Classes
Class Facilitation: Mechanically Inclined
Chapter 13: The Structure Classes
Forms and Structures Test
Chapter 15: Rhetorical Grammar
Final Exam
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Major Assignments Due
Persuasive Essay
Book Review &
Facilitation Plan: Elements
of Style
Book Review &
Facilitation Plan:
Engaging Grammar
Facilitation Plan:
Grammar to Enhance and
Enrich Writing
Facilitation Plan:
Mechanically Inclined
Final Project