COURSE SYLLABUS COURSE NUMBER COURSE TITLE: Advanced Grammar

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Florida Agricultural and Mechanical UniversityProfessional Education UnitTallahassee, Florida 32307COURSE SYLLABUSCOURSE NUMBER: LIN 4680COURSE TITLE: Advanced GrammarREQUIRED TEXT: Martha Kolln, Understanding EnglishGrammar. 7th Ed. Macmillan. New York, 2006.DEPARTMENT:COLLEGE: Arts and SciencesFACULTY NAME: Dr. Desilver CohenTERM/YEAR: Spring 2010OFFICE LOCATION: 407 Tucker hallTELEPHONE: (850) 599-3190E-MAIL: desilver.cohen@famu.eduPREREQUISITE: NoneCLASSMONDAYMEETING12:20-1:15 p. m.TUESDAYWEDNESDAYTHURSDAY12:20-1:15 p. YTHURSDAY2:30-4:45 p. m.HOURS.FRIDAY2:30-4:45 p. m.Course DescriptionTraditional and modern approaches to study English grammar are explored in this course. This courseis required of English majors and minors. It is open to upperclassmen who need or desire furtherlanguage study.Course PurposeThis advanced course introduces students to traditional and modern linguistic approaches to English (descriptive andtransformational grammar) in order to clarify both the features of English and the discipline of English language study.Students are to discover the system of structural patterns comprising English (as described by traditional/moderngrammars) through several methods: interactive analysis, reading and lecture and writing response, and cooperativelearning. For native speakers of English, especially prospective language professionals the course should raise an awarenessof the system of English patterns they already operate subconsciously (internal grammar); thereafter, these students shouldbe able to exercise refined accessibility to English knowledge in further experiences of their own language, including future

language studies. Non-native speakers of English, especially those in training as language professionals, should refine theirawareness of acquired rules of systematic English grammar.For both native and non-native speakers of English, linguistic study of the system of Englishlanguage rules is also to improve competence in rhetorical grammar. All linguistic analyses within thecourse inform the students' knowledge of rhetorical choices, and a unit of study ("Rhetorical Grammar")investigates choices of rhetorical effects among the varieties of English structures. Students are to honetheir skills of rhetorical grammar by performing individual composing/editing and peer editingexercises.To provide a context for linguistics study, student researchers are to become acquainted with someinterfacing area(s) of study, such as literary criticism and creative writing, language diversity anddialects, teaching, sociolinguistics, and the language of media, philosophy, politics or science. Thestudents are to improve their critical thinking on language theory and experience through their ownwritten research/analysis—both within the Language Journal and within peer deliberations in classsessions.Conceptual FrameworkThe Conceptual Framework in the Professional Education Unit (PEU) at Florida A&M University is an integrated approach toproviding educational experiences that result in exemplary professional educators. The Framework is comprised of six themes withthe mission of developing high quality classroom teachers, administrators and support personnel. The term “exemplary” refers to thekind of graduates the PEU strives to produce. The figure below provides a diagram of the Exemplary Professional ConceptualFramework DIVERSITYCF 1Through this focal area, the FAMU professional education candidate will:CF:1.1 (K)CF:1.2 (S,D)CF:1.3 (S,D)CF:1.4 (S)CF:1.5 (K, S)Understand diverse backgrounds of individuals.Acquire the skills & dispositions to understand & support diversestudent learning.F: 5,6,7I: 3F: 5,7I: 3,8Accept and foster diversity.Practice strategies such as: acceptance, tolerance, mediation &resolution.F: 5,6F: 5,6I: 3,8I: 3F: 5, 7, 9,10I: 5Establish a comfortable environment in which all students can learn.TECHNOLOGY CF 2

Through this focal area, the FAMU professional education candidate will:CF:2.1 (S)CF:2.2 (S)CF:2.3 (K)CF:2.4 (K)CF: 2.5 (S)CF:2.6 (S,D)CF:2.7 (S)Use of available technology and software to support student learning.I: 6I: 6,7Use technology to manage, evaluate and improve instruction.F: 4,12F: 1,4,1012Know fundamental concepts in technology.F: 12I: 1,6Understand fundamental concepts in technology.Use fundamental concepts in technology.F: 2,12F: 12I: 6I: 6Facilitate access to technology for students.F: 12I: 6Facilitate the use of technology by students.F: 4,12I: 6VALUES CF3 Through this focal area, the FAMU professional education candidate will:CF:3.1 (S)CF:3.2 (S)CF:3.3 (S,D)CF: 3.4(D)CF:3.5(D)Work with colleagues in a professional manner.Interact with students, families and other stakeholders in amanner that reflects ethical and moral standards.F: 6I: 2,5F:11,6I: 9,10Show respect for varied (groups) talents and perspectives.Be committed to individual excellence.Recognize the importance of peerRelationships in establishing a climate for learning.F: 5,6F: 3,9I: 3I: 5,9F: 7,2I: 5,10F Florida Educator Accomplished Practices Standards (FEAPS)I Interstate New Teacher Assessment and Support Consortium Standards (INTASC)(K) Knowledge (S) Skill (D) Disposition

CRITICAL THINKING CF4 Through this focal area, the FAMU professional education candidate will:CF:4.1 (K)Understand a variety of instructional/professional strategies toencourage student development of critical thinking andperformance.Use a variety of instructional/professional strategies toencourage students’ development of critical thinking andperformance.Value critical thinking and self-directed learning as habits ofmind.Acquire performance assessment techniques and strategiesthat measure higher order thinking skills of student.CF:4.2 (S)CF:4.3 (D)CF:4.4 (K)CF:4.5 (S) Demonstrate the use of higher order thinking skills.F:4,7I: 4F:2,7I: 4F: 4I: 1,4F:1,4I: 1,8F: 8I: 4PROFESSIONALISMCF 5Through this focal area, the FAMU professional education candidate will:CF: 5.1 (K)CF:5.2 (S)CF:5.3 (D)CF:5.4 (K,S)CF:5.5 (S)CF:5.6 (S)CF:5.7 (S,D)C.F:5.8 (K,S)Know the contentUse the appropriate pedagogy to provide all students with theopportunity to learn.Demonstrate commitment to professional growth &development.Use major concepts, principles, theories & research related tothe development of children and adults.Construct learning opportunities that support studentdevelopment & acquisition of knowledge & motivation.Display effective verbal & non-verbal communicationtechniques to foster valuable interaction in the classroom.Display appropriate code of conduct including dress, language,and respective behavior.F: 8I: 1F:7,9I: 7F:3,7I: 9F: 7I: 2F: 7I: 5F: 2I: 6F: 9I:5,9Know and use student personnel servicesF:5,10,12I: 2,10F:9,10,11I: 10URBAN/RURAL EDUCATION CF6 Through this focal area, the FAMU professional education candidate will:CF:6.1 (S)CF:6.2 (S,D)CF:6.3 (K)CF:6.4 (S)Be able to work in school settings with varied levels of humanand material resources.Be able to work in school settings that focus on rural/urbancontext with opportunities and challenges that theseenvironments provide.Understand the conditions of both rural and urban students andfamilies.Communicate effectively with students’ parents and thecommunity.F Florida Educator Accomplished Practices Standards (FEAPS)I Interstate New Teacher Assessment and Support Consortium Standards (INTASC)(K) Knowledge (S) Skill (D) DispositionOverall Goals of the CourseF: 11I: 3F: 5, 11I: 2,3F: 5,11I: 6

Specific Behavioral ObjectivesDemonstrate Expected Competences (According to Indicated Standards) through the Following Activities:1.Complete on schedule ALL interactive Workbook linguistic lessons/written assignments, Wks 1-40(including pre-tests) to show practice in recognizing and analyzing all core English grammar forms andfunctions. Both submit and recite contents of the completed Workbook.NCTE 3, 6, 12 FTCE 1. 2, 1.6 1.52.Daily read and recite assigned information in the Kolin textbook and complete Koiln exercises to showpractice in recognizing and analyzing core English grammar forms and function, according to linguistic approachesNCTE 3,6,12 VFCE 1. 2, 1.6 1.5Recognize all the functions and word/phrase/clause forms within the linguistic lessons of the introductory Unit I:"Inventory of Forms and Functions"-70% accuracy required3.NCTE 3, 6, 12 VFCE 1.24.Recognize simple (skeletal) sentence types and analyze their constituent forms and sentence-levelfunctions, including simple optional expansions (modifiers)-70% accuracy requiredNCTE 3, 6, 12 FTCE 1.2Analyze the relation of main to modifier clauses, of all ten predicate types through identification, annotationand Reed-Kellogg diagramming-70 % accuracy requiredNCTE 3, 6, 12 FTCE 1.25.Recognize all forms and functions of English grammar elements—all linguistic concept units reviewedCumulative test requires 70% accuracyNCTE 3, 6, 12 FTCE 1.26.Consult media and read literature/scholarship (as in computerized library databases) in order to write onassigned language topics.NCTE 3,5,6,7,9FTCE 2.4-2.6 3.1, 3.2,0 5.4, 6.17. Demonstrate skills of Edited American English honed through grammar study within the LanguageJournal essays.NCTE 3, 5,6,7FTCE 1.3, 2.3, 2.4-2.68.8. Compose essays according to English disciplinary essay conventions (as studied in ENC1101/ENC1102).9. Relate Language Journal essay entries to discussions and English disciplinary.

Assignment/Standard MatrixAssignmentsWith brief plete interactivelessons and writtenassignments toanalyze andrecognize coregrammar forms andfunctions.1.131.21,4.13,6.14,6.212, 3, 4, 5,6, 7, 8, 11,121.1, 1.31.5, 2.1,2.3 2.4,3.2, 4.1-4.5,5.1,5.2, 7.17.54.5,5.111Recognize all formsand functions in Units1-3 of Englishgrammar elementswith at least 70%accuracy.1, 2, 3, 4,5, 6, 7, 8,9, 102, 3, 6, 121.1, 2.1:2g, 2.k,3.1, 3.2: 3b, 3.c, 3.I,4.1, 4.2:4b, 4g,4.i, 5.1,5.2: 5.1,5.2, 5a,5b, 5d,5e, 5k, ,6.1, 6.2,7.1: 7 b. 7g, 8.1,8.2:8a,8.b, 8.c,8d, 8e,8.f, 9.1: 9f, 9 g, 9i,9 k, 9 l, 9m, 10.111.1,12.1,12.b- d,12.2j-l1.1, 2.1,2.2: 2c2g, 2.k,3.1, 3.2: 3b, 3.c, 3j,3.I, 4.1,4.2:4b,4g, 4.i,5.1, 5.2:5.1, 5.2,5a, 5b,5d, 5e,5k, , 6.1,6.2, 7.1:7 b. 7 g,8.1,8.2:8a,8.b, 8.c,8d, 8e,8.f, 9.1:9e, 9 f, 9Unit Tests1.1, 1.31.5, 2.1,2.3 2.4,3.2, 4.1-4.5,5.1,5.2, 7.17.511, 12

Essay and Peer EditingFinal ExamCompose and editessays according tostudied writingconventions andgrammar ruleslearned in ENC 1101and ENC 1102.1.131.21,4.13,6.14,6.212, 3, 4, 5,6, 7, 8, 11,12Recognize all formsand functions ofEnglish grammarelements with at least70% accuracy.1, 2, 3, 4,5, 6, 7, 8,9, 102, 3, 6, 12g, 9i, 9 k,9 l, 9 m,10.111.1,12.1,12.b- d,12.2j-l1.1, 2.1,2.2: 2c2g, 2.k,3.1, 3.2: 3b, 3.c, 3.I,4.1, 4.2,4b, 4g,4.i, 5.1,5.2: 5.1,5.2, 5a,5b, 5d,5e, 5k, ,6.1, 6.2,7.1: 7 b. 7g, 8.1,8.2:8a,8.b, 8.c,8d, 8e,8.f, 9.1: 9f, 9 g, 9i,9 k, 9 l, 9m, 10.111.1,12.1,12.2,12.b- d, j-l1.1, 2.1,2.2: 2c,2g, 2.k,3.1, 3.2: 3b, 3.c, 3j,3.I 4.1,4.2, 4b,4g, 4.i,5.1, 5.2:5.1, 5.2,5a, 5b,5d, 5e,5k, , 6.1,6.2, 7.1:7 b. 7 g,8.1,8.2:8a,8.b, 8.c,8d, 8e,8.f, 9.1: 94.5,5.11.1, 1.31.5, 2.1,2.3 2.4,3.2, 4.1-4.5,5.1,5.2, 7.17.51111, 12

f, 9 g, 9i,9 k, 9 l, 9m, 10.111.1,12.1,12.b- d, j-lNational and State Standards Addressed in the CourseNCTE/ IRA Standards for the English Language Arts1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the2.3.4.5.6.7.8.9.10.11.12.United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; andfor personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions(e.g., philosophical, ethical, aesthetic) of human experience.Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their priorexperience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their wordidentification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context,graphics).Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectivelywith a variety of audiences and for different purposes.Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicatewith different audiences for a variety of purposes.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 nonprint texts.Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather,evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate theirdiscoveries in ways that suit their purpose and audience.Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gatherand synthesize information and to create and communicate knowledge.Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnicgroups, geographic regions, and social roles.Students whose first language is not English make use of their first language to develop competency in the English language artsand to develop understanding of content across the curriculum.Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion,and the exchange of information).NAEYC – Standards for Professional PreparationAt the advanced level, these tools are essential components of each specialization and of each of the five NAEYC standards:(1) Promoting Child Development and Learning;(2) Building Family and Community Relationships;(3) Observing, Documenting, and Assessing to Support Young Children and Families;(4) Teaching and Learning; and (5) Growing as a Professional.1.Cultural Competence: Advanced program candidates demonstrate a high level of competence in understanding and responding todiversity of culture, language, and ethnicity.2.Knowledge and Application of Ethical Principles: Advanced program candidates demonstrate in depth knowledge and thoughtfulapplication of NAEYC’s Code of Ethical Conduct and other3.Communication Skills: Advanced program candidates possess a high level of oral, written, and technological communicationskills, with specialization for the specific professional role(s) emphasized in the program.4.Mastery of Relevant Theory and Research: Advanced program candidates demonstrate in depth, critical knowledge of the theoryand research relevant to the professional role(s) and focus area(s) emphasized in the program.

5.Skills in Identifying and Using Professional Resources: Advanced program candidates demonstrate a high level of skill inidentifying and using the human, material, and technological resources needed to perform their professional roles and to keepabreast of the field’s changing knowledge base.6.Inquiry Skills and Knowledge of Research Methods: Using systematic and professionally accepted approaches, advanced programcandidates demonstrate inquiry skills, showing their ability to investigate questions relevant to their practice and professionalgoals.7.Skills in Collaborating, Teaching, and Mentoring: Advanced program candidates demonstrate the flexible, varied skills needed towork collaboratively and effectively with other adults in professional roles.8.Advocacy Skills: Advanced program candidates demonstrate competence in articulating and advocating for sound professionalpractices and public policies for the positive development9.Leadership Skills: Advanced program candidates reflect on and use their abilities and opportunities to think strategically, buildconsensus, create change, and influence better outcomes for children, families, and the profession.Florida DOE Teacher Competencies English 6-12I. Gain knowledge of the English language and methods for effective teaching, and be able to:1. Identify influences on language (e.g., social, cultural, ethnic, religious, historical, regional, and gender).3. Apply knowledge of standard written English.5. Identify methods of effectively assessing language skills.II. Gain knowledge of writing and methods for effective teaching, and be able to:1. Identify and apply techniques to develop a supportive classroom environment for writing.3. Identify and apply knowledge of the various writing processes (e.g., prewriting, drafting, revising, editing, proofreading,publishing strategies).4. Select individual, peer, and group activities that support writing processes.III. Gain knowledge of the use of the reading process to construct meaning from a wide range of selections, and be2. Select effective strategies to analyze text (e.g., word structure, context clues).IV. Gain knowledge of literature and methods for effective teaching, and be able to:1. Identify various literary devices in both fiction and nonfiction.2. Identify the characteristics of various literary genres, movements, and critical approaches.3. Identify how allusions from a variety of sources (e.g., literary, mythological, religious, historical) contribute to literature.4. Identify major authors representative of the diversity of American culture.5. Identify principal periods of British literature and American literature, major authors, and representative works.V. Gain knowledge of listening, viewing, and speaking as methods for acquiring critical literacy, and be able to:1. Identify effective speaking skills for various occasions, audiences, and purposes.2. Identify effective strategies and techniques for listening.VII. Acquire the Ability to write well on a selection from poetry or prose, including fiction or nonfiction, and be able to:1. Analyze a given selection.2. Demonstrate the ability to organize ideas around a focal point.3. Exhibit conventions of standard written English.4. Incorporate relevant content, using ample evidence.5. Use elements of style that enhance the reader's interest and understanding.NCTE/NCATE Standards for Initial Preparation of Teachers of Secondary ELA Grades 7-121.Candidates follow a specific curriculum and are expected to meet appropriate performance assessments for preserviceEnglish language arts teachers.1.1Complete a program of study with a clear conceptual framework that reflects a strong integration ofcontent, current theory, and practice in ELA;1.2Explore a strong blend of theory and practice in their ELA preparation with evidence of completingassessed performances in fully supervised field experiences that reflect a variety of settings and studentpopulations and which include more than 10 weeks of student teaching in classrooms with ELA licensedteachers;1.3Work with college, university, and school faculty in English and education who collaborate on a regularbasis to strengthen their teaching, develop curriculum, and pursue knowledge in the con-tent, pedagogy,and attitudes appropriate to the preparation of ELA teachers;

1.42.3.Meet performance benchmarks and/or gateways within an ELA program assessment system that regularlyevaluates candidate performances by using multiple forms of assessment which demonstrate validity andreliability and which are common to all candidates.Through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professionalorganizations, can

course inform the students' knowledge of rhetorical choices, and a unit of study ("Rhetorical Grammar") investigates choices of rhetorical effects among the varieties of English structures. Students are to hone their . skills . Conceptual Framework of rhetorical grammar by performing individual composing/editing and peer editing exercises.

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