English 301: English Grammar and Linguistics
Tuesday & Thursday 11:00 – 12:15
Course Syllabus
Instructor Contact Information:
Dr. Matt Skillen
#277 Wenger Center
skillenm@etown.edu
717.361.1232
Office Hours:
Tuesdays & Thursdays 9:30 – 10:50 a.m.
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
Understanding English Grammar Exercises, Ninth Edition
By Martha Kolln & Robert Funk
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.
1
 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.
 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
 common reading
 regular practice
 mini-lectures
 collaborative learning
Description of Major Assignments:
Language Exercises 35% 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.
Exams 20% of Final Grade
A midterm and final exam will be administered in this course. Both exams will be
comprehensive assessments that will evaluate your progress in the course. The instructor will
conduct guided review for both exams.
Persuasive Essay on the Teaching of Grammar 10% 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.
Final Project: Real-world Language Awareness 35% of Final Grade
This long-term assignment will be turned in at the conclusion of the course.
Depending on your background in 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 the 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 project, choose a language phenomenon that suits your personal
2
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.
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: Major writing assignments may be resubmitted after their return
to the student. The original assignment, in addition to the re-submittal 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 exams or the final project.
3
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 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.
4
Date
T 1/14
H 1/16
T 1/21
H 1/ 23
T 1/28
H 1/30
T 2/4
H 2/6
T 2/11
H 2/13
T 2/18
H 2/20
T 2/25
H 2/27
T 3/4
H 3/6
T 3/11
H 3/13
T 3/18
H 3/20
T 3/25
Class Meeting Topics
Course Introduction & The History of
English Language Studies
Chapter 1: The Study of Grammar
Chapter 1: The Study of Grammar
(continued)
Words and Phrases
Chapter 2: Words and Phrases
Chapter 2: Words and Phrases (continued)
Sentence Patterns
Chapter 3: Sentence Patterns
Overview and Sentences Types 1-3
Chapter 3: Sentence Patterns
Sentence Type 4
Chapter 3: Sentence Patterns (continued)
Sentence Type 5
Chapter 3: Sentence Patterns (continued)
Sentence Type 6
Chapter 3: Sentence Patterns (continued)
Sentence Type 7
Chapter 3: Sentence Patterns (continued)
Sentence Type 8
Chapter 3: Sentence Patterns (continued)
Sentence Type 9
Chapter 3: Sentence Patterns (continued)
Sentence Type 10
Chapter 3: Sentence Patterns (continued)
The remaining 5%
No Class: Spring Break
NO Class: Spring Break
Midterm Review
Midterm Exam: Comprehensive (CHs 1-3)
The Main Verb
Chapter 4: Expanding the Main Verb
The Five Verb Forms
Chapter 4: Expanding the Main Verb
The Five Verb Forms (continued)
Chapter 4: Expanding the Main Verb
Expanding the Main Verb
5
Major Assignments Due
Workbook Exercises 1.1 –
1.3
Workbook Exercises 1.4 &
1.5
Persuasive Essay
Workbook Exercises 2.3 –
2.5
Exercise A
Exercise B
Exercise C
Exercise D
Exercise E
Exercise F
Exercise G
Workbook Exercises 3.1 –
3.5
Proposal/Outline of Final
Project
H 3/27
T 4/1
H 4/3
T 4/8
H 4/10
T 4/15
H 4/17
T 4/22
H 4/24
T 4/29
H 5/1
5/6
Chapter 4: Expanding the Main Verb
Expanding the Main Verb (continued)
Verb Tense
Changing Sentence Focus
Chapter 5: Changing Sentence Focus
Workbook Exercises 4.4 Passive and Active Voice
4.6
Chapter 5: Changing Sentence Focus
Passive and Active Voice (continued)
Expanding the Sentence
Chapter 6: Modifiers of the Verb: Adverbials Workbook Exercises 6.1 –
6.4
Chapter 7: Modifiers of the Noun: Adjectivals Workbook Exercises 7.1 7.5
No Class: Scholarship and Creative Arts Day
No Class: Monday Schedule
Chapters 6 & 7: Adverbials & Adjectivals
(continued)
Chapter 8: The Noun Phrase Functions:
Nominals
Writing Day—The instructor will meet with
students individually to discuss the Final
Project.
Final Project Presentations
Final Project
Final Exam Review
Final Exam (Comprehensive Chapters 1-8)
2:30 – 5:30 p.m.
6