Assignment 4: EN 378: Grammars of English, Dr.
Eaton
Assigned Wed., April 22, 2009
PROJECT: A 3-5 page argument paper focusing on
rhetorical grammar – In this case you aren’t
arguing a position but rather, arguing (or presenting)
the definitions of both of these statements (see
Topic below) drawing from any aspect of grammar
study this semester. This assignment sheet uses the
P.A.R.T.S. method for setting parameters of
effective learning objectives in performance-based
tasks.
APPROACH: The two quotes below will form your
primary approach, giving you the building blocks to
build your argument/statement Her are some
techniques that may help you “approach” this topic
Step 1: Read both statements and make a list of
what they have or do not have in common
(compare and contrast)
Step 2: Consider some tie to the quotes.
Obviously, if you have read Longmore’s work
and your text and notes on Rhetorical grammar
(website and chapter 14 of your text) you have
plenty of information so you don’t need to gather
outside information although you are welcome to
do so.
Step 3: Sometimes I like to work with a title
wherein I place my “tie” – this helps keep me on
track. For example:
 “Rhetorical Grammar as Social Manipulation
in Present and Colonial America”
 The Language of Government –
Sophisticated Rhetoric or Double Speak?”
 “The Vocal to the Verbiage: Speaking and
Writing in Content
 “Nouns, Verbs and Determiners: Use of the
Emotive Manipulator in Rhetorical Writing.”
In the first example I would discuss how language
and grammar serve to influence how we perceive
other people – both in a historical context and even
now. This relates to our AAVE study discussions as
to the persuasiveness of a “proper or nationalized
language.”
In the second example I might argue that while it is
the intent of government to come across as
intellectual and in a position of “leadership,” that the
legal-eze used in government writing is really
designed to withhold information from the public or
designed to purposefully influence the public,
thereby demonstrating the socially manipulative
qualities of policy rhetoric.
In the third example, I may have chosen to combine
Longmore’s historical analysis of American English
and our understanding the relationship between
rhetoric and grammar to demonstrate how we talk
differently than we write, demonstrating the need for
future students to understand the need to “speak in
two different languages; that of spoken dialogue and
that of written discourse.
In the fourth example, I might do an analysis of a
piece of writing that is designed to persuade an
audience to a certain position through the use of
abstract nouns, emotive verbs and time determiners
that demonstrate haste or an immediate call to
action. How are these basic grammatical functions
(parts of speech) being used to prompt people to
react a certain way?
See where I am going here? I am combining any
facet of Longmore’s study with what I have learned
about rhetorical grammar, understanding those
“parts of speech” carry a powerful capability in terms
of gaining personal understanding, sympathy, or
support through writing – all stemming from basic
grammatical concepts that we have encountered in
this class.
You are not restricted to these but are free to use
these “ties”. Be creative and make your own 
Step 3: After I have decided what I am going to
argue, I would then review my notes, or the website,
to support my points. Remember, all you have to
demonstrate, logically, is that language and
grammar have always carried social weight and
therefore, cannot be considered a series of
“unbreakable rules” but a fluid, trans-social
adaptation in all genres of writing.
RUBRIC: Your work will be scored through the
following interpretive Rubric. The analysis reflects an
“A” project. Elements missing from this description
within your work will generate a lower score.
EN 378- Foundations of Grammar, Formal 2, Dr.
Eaton
TASK: Using Longmore’s analysis of Language in
America, your Kolln & Funk text; and notes from the
web-assisted portion of the class, discuss the role of
rhetorical grammar as it pertains to manipulation of
personal and social acceptance of both self and of
ideas relating to our existing culture
(content/Intent/Context.)
Learning Objectives: Text analysis, critical thinking –
dissemination and articulation of ideas to form a
new perspective, learning extraction, citation, and
coordinating diverse ideas in the field indicating an
understanding of both trans-social and structural
purposes of English Grammar.
Response Rubric for Rhetorical Grammar, Formal 1:
(Note: Materials adopted from cross-referencing
three public university writing holistic assessment
programs with the requirements of the assignment. –
(Referenced sources available upon request)
90-100%
An outstanding written analysis
The A)
Work in this range should show evidence of
originality in approach and/or interpretation. All
salient points are covered, and a significant number
were treated in considerable depth. There is
evidence of the reading assignments being
completed; and appropriate in-text referencing. The
work was well structured with a logical
development. Arguments were well-supported by
examples and evidence, objectively presented and
evaluated, and should draw to a clear conclusion.
Text will be well written, without noticeable
grammatical or other errors. If relevant, methods of
data analysis have been appropriately applied
without error. This work quality demonstrates
understanding of the problems, limitations, and
implications of both the text and outside research
when combining them with a perceived issue
(Rhetorical grammar as manipulative influence).
Evidence in this level of works indicates that the
writer has demonstrated an ability to critically
evaluate arguments and evidence, and to justify
critical decisions and positions in their field.
TOPICS: The two quotes below will assist you in
beginning to form your argument and form your prewriting approach.:
1)According to Longmore, as a major premise of
his discussion of English and grammar states
that:
“Standardized written forms of language have
played an important role in shaping both national
languages, and immigrant and colonial koines
(phrases and dialectical variations). The modern
notion of a standard “language‘‘ denotes a form of
language—that is of its phonology, morphology,
syntax,
and lexis—which is super-ordinate to geographically
variant forms, and which is realized in both spoken
and written modes, … Standardized written
European languages initially operated in restricted
official and elite spheres: state administration,
judicial proceedings, and ecclesiastical and
theological discourse. Over several centuries, state
policies gradually encouraged national language
rationalization…”
According to the artistic definition of Rhetorical
Grammar:
Rhetorical Grammar is the maximum use of
grammatical constructs to manipulate the listener, to
become socially integrated as a tool for success and
influence, to be moved from the subconscious of
“grammar rules” to an articulated understanding of
the power of language, and to be integrated as a
tool which may be modified to express both creative
and practical social purpose (Five conditions of
rhetorical grammar, paraphrased from class notes).
Use these quotes to help determine your topic and
draw from them in designing your pre-writing
strategy.
SUPPORT: We will discuss this further in class over
the next two weeks so do not panic if you are not
sure where to begin. Your main task, which I have
already assigned through the class, is to draw from
your notes on Longmore’s work as well as your
notes on any portion of the class to determine a
topic that you may feel comfortable approaching as
it connects historical and current language influence
(Longmore) to the role of rhetorical grammar and its
important as a learned device for personal gain and
future teaching thereby explaining a rationale for
learning both structural and trans-social grammar for
the purpose of manipulating its use within personal
and social spheres.
***
Format: 3-5 pages, double spaced, intext-citations,
APA or MLA optional. Lead of with rhetorical
statement that introduces both your topic choice and
your position on that topic. Writing style is formal and
persuasive with expectations of Grammar Three
protocol.
Submission: This paper will be due either in class
no later than Wednesday, May 6, or in the drop-box
on your new website no later than 10 P.M. on May
6. This will give you two weeks to complete this
project as well as four class discussions in which to
engage questions pertaining to the project.