TOP Attendance Evaluation CALENDAR ENG 311, TEACHING LANGUAGE, SPRING 2008, Melvin J. Hoffman. Dpt. Xtt.: 5416/7; Dpt. Fax: 878-5700. E-mail Webpage Required Works: 1. Textbook: Weaver, Constance. _Teaching Grammar in Context._ Portsmouth, NH: Heinemann, 1996 2. Reader/Anthology/ Weaver, Constance. Ed. _Lessons to Share on Teaching Collection (of Essays:) Grammar in Context._ Portsmouth NH: Heinemann, 1998 3. Grammar: Leist, Susan M. and Melvin J. Hoffman. _Grammatical Literacy._ NY: iUniverse Press, 2000. 4. Monograph in form Hoffman, Melvin J. _Four English Vocabularies to of Short Book: Spell: Facing Spelling as Student & Teacher._ Lanham, NY: UP of America, Inc., 2004 5. Small Spiral-Bound Notebook for Log of and Notes from Field Interviews. Attendance: Attendance begins after adjustment day. After six absences, I deduct one point from your accumulated points. NO DISTINCTION IS MADE BETWEEN EXCUSED AND UNEXCUSED ABSENCES. Absences may not be your fault, but innocence does not equal attendance. six class-hour absences are allowed to cover advisement, registration and work conflicts; court appearances; family crises; field and team-away trips; funerals; illnesses; jury and military duty; religious holidays, vehicular failure, and weather delays etc. six class-hour absences are already more than 10% of semester meetings. After add day, I pass out an attendance sheet at the start (and sometimes, without prior notice, at the end) of class. Pre-notified departures, may result in no, to varied, deductions--depending upon time lost. Unannounced departures (leaving class early without telling me in advance) receive 2/3 of a point deduction. Final scores with fractions will be rounded off. TOP Evaluation Measures: One lesson plan, 8 essays, and 8 quizzes, at 5 points apiece, and one report on fieldwork worth fifteen points (17 x 5 = 85) + (15) = 100 TOP ------------------------------------------------------------------------------------------ Five Meanings of the Word Grammar. The five short definitions below are taken from Lester, Mark. (1990. _Grammar in the Classroom._ NY: Macmillan Publishing Co.) p. 355. who is summarizing an oft-cited article by Hartwell, Patrick. (1985 "Grammar, Grammars and the Teaching of Grammar." _College English._ 47): 105-127. who built on an earlier classic article: Francis, W. Nelson. (1954. "Revolution in the Teaching of Grammar." _Quarterly Journal of Speech._ 40): 299-312. The longer definitions are elaborations of my own. Grammar 1: Our internal unconscious rule system, the grammar we have in our heads. Grammar 1a may be like or very different from grammar 1b which students have unconsciously learned in home and community before attending school. (U.S.) grammar 1a is now determined by multi-million word corpi from texts like _The New York Times_, _The Wall Street Journal_, _The Boston Globe_, _The Washington Post_ etc.; _Time_, _Newsweek_, _U.S. News and World Report_ etc.; _Saturday Review_, _Atlantic_, _Harper’s_ etc. Some learn grammar 1a from literature, others by modeling on standard speakers. The closest to natural learning is foreign-language immersion instruction. Grammar 2: The scientific analysis of grammar, the linguist’s model of grammar 1. List of some current grammar 2 theories: Autolexical Grammar, Categorical Grammar, Construction Grammar, Dependency-Based Syntax, Functional Grammar, Head-Driven Phrase Structure Grammar, Integrational Linguistics, Lexeme- Morpheme Based Morphology, Lexical Functional Grammar, Link Grammar, Minimal Information Grammar, Optimality Theory, Systemic-Functional Linguistics, Tagmemics, Tree Adjoining Grammar, Word Grammar. Most classroom teachers never encounter any grammar 2 unless teaching foreign languages or English as a Second or Foreign Language. Grammar 3: Usage--what people mean when they say that someone does not use very good Grammar. Grammar 3 often teaches rules not really used in standard American English, i.e. prejudices about what should be, not what is. Some prejudices have become traditional lore, wasting student and teacher time for decades. Operationally defined, a nation's standard usage is what is “current, reputable,” and “national.” Determining “reputable” was once difficult, but now scanner and computer make it manageable. Grammar 4: The schoolroom version of traditional Grammar, the Grammar that is found in traditional hand books. Grammar 4 has notional instead of operational definitions for parts of speech and for grammatical constructions. Much of it is prescriptive, not descriptive. (What ought to be, not what is.) Many of the facts of language which it reflects are not facts of English but facts of Latin. It was taught as an independent body of knowledge that would transfer to writing by osmosis. This assumption has been discredited by much research. Grammar 5: Stylistic Grammar: the use of Grammar to teach style. Among the approaches included here would be sentence combining. Grammar 5, stylistic Grammar, is a methodology, not another version of Grammar: It means teaching mini-lessons on grammar 3 and/or 4 or (2 in Foreign Language or English as a Foreign Language Classrooms.) Such mini- lessons are aimed specifically at writing problems in real, not artificial, texts such as student papers. The context is writing and writing improvement. ------------------------------------------------------------------------------------------ Grammar 5 is an approach, not a body of knowledge. Grammars 2, 3 and 4 are bodies of knowledge; Grammars 1 and 5 are not. Students who write as if 1 and/or 5 are alternatives to 2, 3 and 4--like ice-cream flavors--are doomed to deductions. When any author in the text or reader uses the term "grammar/grammatical," students' essays should always identify its use and their own use (by number.) If authors consistently defined the term in the past, Hartwell's or Nelson's articles would have been unnecessary. ------------------------------------------------------------------------------------------ CALENDAR OF ASSIGNMENTS FOR SPRING 2008 JAN./FEB. W 28 (Practice: Verb Identification) F 30 M 4 Essay I.: Teaching Grammar uses one source and 28 pp. of reading. It uses no reader article. It uses Source One: Textbook-Author Weaver, chapters 1 & 2, pp. 1-28, W 6 Quiz A: Subj.-Pred. Identification, Grammar pp. 1-3 F 8 W 20 (Discussion: Dependent-Clause Markers and Coordinating Conjunctions.) F 22 M 25 Essay II.: Language Acquisition uses four sources and 82 pages of reading. It uses Source One: Textbook chapter 3 by Weaver, pp. 29-57, Source Two: a Reader article by Kiel, pp. 1-15; Source Three: one Reader article by Loewe, pp. 244-256 and Source Four: another Reader article by Loewe, pp. 260-275. BEWARE, Loewe is cited for two separate articles, so MLA notation requires additions. W 27 Quiz B: Memorization of Coordinating & Subordinating Conjunctions and Relative Adverbs & Pronouns uses Grammar, pp.1-11. WARNING: No Books or Notes allowed. F 29 MARCH M 3 Essay III.: Error and Correctness uses two sources and 60 pages of reading. It uses Source One: Textbook chapter 4 by Weaver, pp. 58-101, and Source Two: a Reader article by Rosen, pp. 137-153. W 5 (Practice: Clause Counting) F 7 M 10 Essay IV.: Rhetorical Grammar uses four sources and 79 pp. of reading. It uses Source One: textbook chapter 5 by Weaver, pp. 102-147 and textbook appendix by Weaver, pp. 214-227, Source Two: a Reader article by Woltjer, pp. 95-99, Source Three: a Reader article by Roewe, pp. 100-108, and Source Four: a Reader article by Kilgallon, pp. 169-182. BEWARE: Weaver is one source, but she must be cited twice--for chapter five, and for the appendix, respectively. W 12 Quiz C: Sentence-Typing by Clause uses Grammar, pp. 1 1b-12t and 51-61t. F 14 M 17 Essay V.: Context of Writing & Constructivism uses four sources and 99 pp. of reading. It uses Source One: textbook chapter 6 by Weaver, pp. 148-143, Source Two: a Reader article by Weaver, pp. 18-36, Source Three: a Reader article by Peterson, pp 67-93, and Source Four: a Reader article by Noden, pp 155-167. BEWARE: Weaver must be cited for two different sources. Use correct MLA format. W 19 (Practice: Complement Checklist) F 21 M 31 Essay VI.: Labeling uses three sources & 54 pages of reading. It uses Source One textbook appendix by Weaver, pp. 185-213, Source Two: a Reader article by Callies, pp. 110-119, & Source Three: a Reader article by Brinkley, pp. 120-135. APRIL W 2 Quiz D: Sentence-Typing by Complement uses Grammar, pp. 12-20 & 120-135. F 4 (Discussion: Spelling) M 7 Essay VII.: Ebonics uses three sources and 31 pp. of reading. It uses Source One: textbook appendix by Weaver, pp. 227-236, Source Two: a Reader article by Trautman, pp. 209-226, & Source Three: a Reader article by Weaver, pp. 228-233. BEWARE: Weaver must be cited for two different sources. Use correct MLA format. W 9 Quiz E: Spelling Quiz uses Monograph chapters 1-4, pp. 1-33. WARNING:No notes or books allowed F 11 M 14 Essay VIII.: Punctuation uses two sources & 31 pp of readings. It uses Source One: textbook appendix by Weaver, pp. 236-242, & Source Two: a Reader article by Cordeiro, pp. 39-62. W 16 (Practice: Noun-Role Identification) F 18 M 21 Word-Cell uses Monograph chapters 5-8, pp. 35-72, note tables Lesson Plan on pp. 25-27, 29-32, 64 and 71. (Those with a K-3 lesson plan should see me for a supplement as their pupils have less or no reading ability to use in the lesson.) W 23 Quiz F: Noun-Role Quiz uses Grammar, pp. 23-52 F 25 (Practice: Form and Function) M 28 Written Report on the Ten Hours of Fieldwork W 30 Quiz G: Form and Function quiz uses Grammar, pp. 29, 43, 46, and 48-50 CEP Quiz H: History of the English Language Quiz based on syllabus' section and on lecture. WARNING: No notes or books allowed. All quizzes except B, E and H may be taken with books and notes. ------------------------------------------------------------------------------------------ E S S A Y R E M I N D E R S: 1. Students should HEED the IN-LINE REFERENCE/SOURCE warnings or lose credit. 2. Students should not cite Hoffman or Lester. 3. Students should not cite editor, Weaver, in place of the author of an article in the collection, unless Weaver is an article author. 4. When labeling the occurrences of "grammar" and "grammatical" in the text of your essays, do not use 1 and/or 5 as bodies of knowledge/types of grammar. 5. Do not include a bibliography or list of works cited. 6. No late papers accepted after instructor's final CEP, which time instructor will announce. TOP CALENDAR ------------------------------------------------------------------------------------------ ESSAY TEMPLATE: Max 5 points: 40/8 hardcopy; 35/7 email; I B 2 & 4, 2 pts., & III B,3 pts., are impossible to grade in email, so email-essays have a 35 rather than 40 fractional point total. I. 1/8,7 point for every condition satisfied below. A. Thesis Statement. 1. One sentence long, 2. Attention focused on topic limits, 3. Identified intention to inform, analyze or persuade, 4. Author's perspective implied, 5. Statement in bold, 6. Statement in all capitals, 7. Statement occurs no more than twice, in beginning & in conclusion. [7] B. Format Considerations. 1. Double spaced, 2. At least 1-inch margins, 3. 10, 11 or 12-pt. font, 4. 8 ½ by 11 sheets, 5. Page numbers put in by header program, typing, or inking in. 6. Essay Title Provided 7. Essay Number Provided. [7] II. All--4/8,7, Most--3/8,7, Half--2/8,7 Some--1/8,7 None-0. A. Number of Sources Referenced Correctly; (Unreferenced Sources are considered incorrect.) B. Number of Uses Numbered Correctly; (Unnumbered Uses are considered incorrect.) [8] III. All--3/8,7, Most--2/8,7, Some--1/8,7 None-0. A. Length: 410-425, 206-409, 127-205, 204- [3] B. Fastening: Stapled in upper left corner; Stapled elsewhere or other- wise fastened in upper left corner; otherwise fastened; unfastened. [3] IV. Spelling and Punctuation: 0 errors--2/8,7, 1-3 errors--1/8,7, 4+ errors--0. A. Run ons, fragments and other sentence boundary errors. B. Malapropisms. C. Misspelling of common homophones; (spell checker does not flag these). D. Tense, pronoun number, or pronoun person shift. E. Citing prohibited sources (e.g. Hoffman, Lester, the editor rather than author for the citation of an article in a collection unless the collection editor is also the article author.) F. Using grammar # 1 and/or 5 to specify types/bodies of grammatical knowledge. [12] Scores ending 1, 2, & 3 /8,7 round down; those ending 4, 5, & 6 /8,7 as well as 7/8 round up. ------------------------------------------------------------------------------------------ Skeleton View of Influences on the Growth and Development of English My discussion covers 1327-1901, from part of the Angevin, to the end of the Hanoverian, dynasty, i.e. from when Henry the Third's reign began to when Queen Victoria's reign ended. >Geoffrey Chaucer<, 1340 -1400, wrote in East-Midland English. William Caxton, about 1422 to 1491, set up the first London printing press, publishing in the upper-stratum speech of London. Meanwhile, in 1430, the >Westminster Chancery< was founded. It was the medieval equivalent to the U.S. Government printing office except that red tape was hand copied rather than printed. Many East-Midland spellings used by Chancery scribes have survived into modern English. Two religious works supported East Midland's rise. The earlier, Thomas Cranmer's >Book of Common Prayer<, influenced English-speaking Catholics and non-Anglican Protestants as well as Anglicans. Though often omitted in English Reformation histories, all three attended Anglican services until the Pope forbade Catholics' presence, and others, non-conforming to either the Roman or the Anglican churches, voluntarily withdrew. Many citations in religious contexts and titles for works of literature are from the Book of Common Prayer's 1549-1662 editions. In various English-speaking countries, Christian marriage and burial ceremonies, in several denominations, echo their debt to this prayer-book. The second religious factor was the >King James Authorized Bible<, first ed. 1611. This was the main Protestant Version until the Revised Version and the many others which followed. This Bible spread upper-stratum (though sometimes archaic) East-Midland forms throughout the English-speaking world. What speech could be more authoritative than that bearing God's word? >William Shakespeare<, 1564-1616, wrote London plays for both high and low audiences, still staged and filmed. They are still studied in high-schools and colleges in both English and non English-speaking countries. People who have neither read nor seen his plays recognize citations from them, many of which have become proverbial in English. The first proceedings of a scientific organization to survive for a long period were those of the Royal Society in London. >The Philosophical Transactions of the Royal Society< were to spread the influence of up-scale London English throughout the world's scientific communities. Begun in 1665, they continue to be published to the present day. >Samuel Johnson's Dictionary< in 1784 codified the spelling for this speech. Hugh Blair's >Lectures on Rhetoric and Belles Lettres< 1783 was the most comprehensive 18th-century prescriptive guide on composition. It enjoyed tremendous success, spreading the grammar and usage of this speech throughout the empire, and was even used in the United States. The Lectures went through 130 editions from 1783 to 1911. ------------------------------------------------------------------------------------------ 10-hr. Fieldwork Requirements for ENG 311.--15 Points The student must assist and/or interview and/or observe teachers to learn teachers' respective approaches regarding their satisfying the subsections below, appropriate to grade being taught. Students must log times, dates, places and persons; take notes, in their notebook; and from the notes, write a report comparing and contrasting differences among teachers interviewed, and draw a conclusion (form a thesis) from their analyses. The notebook as well as the final, edited, printed copy of your report must be handed in together. Fifteen points are assigned as follows: Log entries: 4, log notes: 4; thesis sufficiency and support: 4; and editing and proofing: 3. ------------------------------------------------------------------------------------------ http://www.emsc.nysed.gov/ciai/ela/pub/elalearn.pdf "Speaking & Writing" Sections of 1st. 3 of 4 English Language-Arts Learning Objectives. Standard 1—Language for Information and Understanding Elementary part 7: observe basic writing conventions, such as correct spelling, punctuation, and capitali zation, as well as sentence and paragraph structures appropriate to written forms. Intermediate part 6: use standard English for formal preentation of information, selecting appropriate grammatical constructions & vocabulary, using a variety of sentence structures, & observing the rules of punctuation, capitalization, & spelling. Commencement part 6: use standard English skillfully, applying established rules & conventions for presenting information & making use of a wide range of grammatical constructions & vocabulary to achieve an individual style that communicates effectively. Standard 2—Language for Literary Response and Expression Elemetary part 4: observe the conventions of grammar and usage, spelling, and punctuation. Intermediate part 4: use standard English effectively. Commencement part 4: use standard English skillfully and with an individual style. Standard 3—Language for Critical Analysis and Evaluation Elementary part 4:- use effective vocabulary and follow the rules of grammar, usage, spelling, & punctuation in persuasive writing. Intermediate part 4: use standard English, precise vocabulary, and presentational strategies effectively to influence an audience Commencement part 4: use standard English, a broad and precise vocabulary, and the conventions of formal oratory and debate ========================================================================================== Gordon, Raymond G., Jr. (ed.), 2005. _Ethnologue: LGS. of the World_, 15th. Ed. Dallas, Tex.: SIL International. Online version: http://www.ethnologue.com/family_index.asp] LANGUAGES WITH MORE THAN 50 MILLION SPEAKERS 3 European I.E. 6 U.N. World 6 N. Asian & M.E 6 Asian. I.E. 5 S. Asian & Pacific ALTAIC ? TURKIC > SOUTHERN TURKISH Turkish (75)† ALTAIC ? KOREAN ? JAPANESE Korean (72)† ALTAIC ? KOREAN ? JAPANESE Japanese (127)* SINO-TIBETAN > CHINESE Mandarin (1051)† Wu (77) SINO-TIBETAN > CHINESE Yue/Cantonese (55) SINO-TIBETAN > TAINADAKAMTAI Thai (60) AFRO-ASIATIC > SEMITIC Arabic (255)† INDO-EUROPEAN > GERMANIC > WEST-GERMANIC German (123)* English (510)* INDO-EUROPEAN > ITALO-CELTIC > ROMANCE Portuguese (218)† Spanish (425)† INDO-EUROPEAN > ITALO-CELTIC > ROMANCE Italian (61)* French (130)* INDO-EUROPEAN > BALTO-SLAVIC > SLAVIC Russian (254)* INDO-EUROPEAN > IRANIAN Farsi/Persian (110) INDO-EUROPEAN > INDIC Hindi (490)† INDO-EUROPEAN > INDIC Bengali (215) INDO-EUROPEAN > INDIC Urdu (104) INDO-EUROPEAN > INDIC Punjabi (103) INDO-EUROPEAN > INDIC Marathi (71) DRAVIDIAN Tamil (78) DRAVIDIAN Telegu (74) MALAYO-POLYNESIAN Malay/Indonesian (175)† MALAYO-POLYNESIAN Javanese (76)† AUSTRO-ASIATIC > VIETMUONG Vietnamese (86) * marks G-8 nation languages. G-8 nations are Canada, France, Germany, Italy, Japan, The Russian Federation of the Common- wealth of Independent States, the U.K. & the U.S. † marks languages of G-20 nations, not already listed as G-8 languages. The entire list of G-20 nations, including the G-8 mambers, are Argentina, Australia, Brazil, Canada, China, France, Germany, India, Indonesia, Italy, Japan, Mexico, Russia, Saudi Arabia, South Africa, South Korea, Turkey, United Kingdom and the United States. [The 20th member,the European Union, is not a nation]) The ? marks relationships that some experts question. Abbreviations in Column Headings: I.E., INDO-EUROPEAN; M.E., MIDDLE EASTERN; N. & S., NORTH & SOUTH. ========================================================================================== Course Description: English language skills for secondary education. a study of traditional grammatical language for writing instruction. Practice of parsing and copy editing on real, not artificial texts. Topics: grammar skill review, history of the English Language, right to one's own language, socio-political dimensions of the dominant code and situational determinants of correctness within a range of discourse levels. ------------------------------------------------------------------------------------------ Topical Outline: 1. Language for grammar, mechanics and usage instruction. a. Traditional usage labels and mechanical rules reviewed b. Memorization of lists of major function words like conjunctions and subordinators. 2. Text-based analysis and correction skills practice. a. Copy-editing and parsing of genuine, not canned or artificial, text. b. Manipulation of texts for alternative ways to correct. 3. Right to one's own language. a. Discussion of the growing multicultural nature of this society as well as research on pupils' perception of its acceptance in the classroom setting. b. Discussion of pupils' mastery of the "dominant" code for public use, advancing pupils' participation in society, social, economical or otherwise, while noting political forces affecting what is standard. 4. History of the English Language. a. Illustration that "correctness" historically is neither monolithic nor immutable. Refutation of notion that it is a matter of mystery or morality. b. Stress on living mutable nature of English including coinage, borrowing, amelioration, pejoration, and political aspects of dominant code usage. 5. Relativity in spoken and written communication. a. Introduction of students of the conceptual framework of multiple level discourse, usage and mechanics and to appropriateness as a governing concept. b. Explanation that literacy demands correct judgment of the level and nature of communication situations as well as enough range and fluency in language to match one's speaking and writing to the individual situation. ------------------------------------------------------------------------------------------ Behavior conveying disrespect or rudeness toward anyone based on age, race, religion, color, national origin, gender, sexual orientation, disability, or marital, veteran or socio-economic status as well as other behavior--in the instructor's opinion--disruptive to the educational process may result in the instructor's having a student removed from the classroom and in charges brought against a student pursuant to Buffalo State College's Procedure Regarding Disruptive Individuals. IF YOU HAVE A DISABILITY OR SUSPECT THAT YOU HAVE A DISABILITY THAT REQUIRES ANY KIND OF ACCOMODATION TO FULFILL THE REQUIREMENTS OF THIS COURSE, PLEASE CONTACT THE OFFICE OF SPECIAL SERVICES FOR STUDENTS WITH DISABILITIES AT 878-450 ------------------------------------------------------------------------------------------ Students should note relationships of course objectives to the Teacher-Education Program conceptual framework at Buffalo State College --- --- --- --- --- --- / \ / \ / \/ \ / LEARNER /\ CONTENT \ | | | | | --- | -|- --- | | / | | \ | \ / \/ \ / \ / /\ \ / \ | / \ | / --- |-- --- --- ---| --- | | \ / \ PEDAGOGY / \ / --- --- --- O 1. students will learn a specific vocabulary for discussing Grammar, usage & mechanics. (Content and Pedagogy) B 2. students will practice tasks like parsing & error correction on genuine rather than artificial texts. (Content and Pedagogy) J 3. students will learn about the history of English from the standpoints both of content & of present E implications for instruction. (Content and Pedagogy) 4. students will learn that the concept of pupils C "right to their own language" need not conflict with the social/economic necessity to master T the "dominant code." (Content and Learner) 5. students will learn the relative dimensions of I of correctness and appropriateness in oral and written communication. (Content and Pedagogy) V 6. students will continually perform both the roles of learner and teacher, since E each of these has a pedagogical purpose. (Pedagogy and Learner) 7. students will learn about family literacy. (Pedagogy and Learner) S Homepage Syllabi