The Campanille at ISU English 537/437 Grammatical Analysis -- Fall 2006
Professor: Viviana Cortes
Office: 319 Ross Hall, phone: 294-6690 E-mail: viviana@iastate.edu
COURSE DESCRIPTION AND OBJECTIVES
This course covers two perspectives on grammatical analysis: systemic functional grammar, and the corpus-based approach. It is not designed to make you an expert in either approach and it does not advocate for either of these approaches. Rather, the course will allow you to become acquainted with both approaches and assess their strengths and weaknesses. This course will not give you a complete understanding of all grammar; that is impossible in just one semester. However, you will gain many tools so that you can analyze new language structures and situations that you encounter long after this class is finished.
The emphasis will be on language use (i.e., we will spend the bulk of our time on functional and corpus-based grammar). We will primarily work with English, though we may use some contrasting examples from other languages. The course will also allow you to apply grammatical analyses in ways that are most meaningful for you - e.g., teaching situations, your workplace, etc.
Specifically, the course is designed to
1. develop your understanding of differences in approaches to studying English structures;
2. give you practice with analytical techniques used in grammatical studies and with applying those techniques to authentic language;
3. increase your understanding of concepts and terminology which are important in functional grammar, and a corpus-based approach;
4. increase your understanding of syntactic features of English and their use in natural language;
5. give you practice designing lessons or workshops to share grammatical information with others.
REQUIRED TEXTS
Selections from Butt, D., Fahey, R., Feez, S., Spinks, S., &Yallop, C. (2000) Using functional grammar. Sydney: NCELTR. (copy pack) (B. et al on schedule)
Biber, D., Conrad, S., & Leech, G. (2002). Longman student grammar of spoken and written English. London: Longman (B. C. & L. on schedule)
Conrad, S., Biber, D., & Leech, G. (2002). Longman student grammar of spoken and written English. Workbook.
London: Longman.
REQUIREMENTS AND GRADING
1. This is a graduate-level/upper-level course, and I have certain expectations of all students: take responsibility and initiative in completing all work on time; be prepared for each class (including having done the readings and exercises before class); participate in class activities and work actively with other students; seek help when you have questions or problems; don't miss class -- or if you absolutely must, tell me beforehand if possible, make arrangements for any work you will miss, and afterwards get notes and handouts from other students.
I don't expect that everything we do all semester will be easy for you. It is perfectly legitimate to have questions and need help. However, I expect you to work hard to try to understand -- even when material is difficult for you.
2. Often we will work on analyses in groups. You can also work on the problem sets and mini-projects together outside of class. However, anything you hand in should be a result of your active individual participation, be written in your own words, and reflect your understanding. Plagiarism or cheating will result in (1) your having to redo the assignment to acceptable standards and (2) a grade no higher than D for the assignment.
3. Assignments and Grades
I have chosen to have more small assignments rather than fewer large assignments because I think it will make the material more manageable. Grades will be based on the following:
| Class preparation & participation, completion of assigned readings, in-class work | 15% |
| Problem exercises or take home exam (FG) | 20% |
| Diagramming Test | 25% |
| FG & CB application projects (20 + 20) | 40% |
4. Points will be deducted for late assignments unless you arrange for an extension BEFORE the assignment is due. If you know you will have a problem finishing some work on time, talk with me about it. I do not give extensions automatically, but I know that sometimes other aspects of life have to be dealt with.
BRIEF DESCRIPTION OF ASSIGNMENTS
In-class work will include a variety of tasks: practice analysis activities, presentation/discussion of information in small groups, discussion of practice problems done overnight, etc. Even though much of this work will not be handed in, it is important for you and your classmates that you do all the work conscientiously. If you don't actively work with the practice problems, you will be unprepared for the work that you do have to hand in, and you will hold your classmates back.
Analysis problems or projects will have you analyze real data for the functional grammar and corpus-based sections of the course. I recommend doing these projects in pairs because you will probably learn more. As the syllabus shows, you will have time to work in class in order to share data and discuss ideas and problems. I will give you more details as we get to these parts of the course.
The application projects allow you to apply grammatical knowledge in a teaching or workplace context. You will apply the approaches that we have studied, gather additional information about a grammar point, and analyze the grammatical feature of your choice in a sample of natural language. We will talk more about these projects as we deal with the different approaches.
SOME TIPS FOR SUCCESS IN THIS COURSE
1. A lot of the work for this course will consist of analyzing language. An introductory course in linguistics is a prerequisite. If you haven't had one, please talk with me.
2. Even if you have extensive background in linguistics, there is always a point where real language looks totally bewildering. At some point everyone is bound to think, "What a mess! What on earth am I going to do with these sentences? This is impossible!" These are perfectly normal thoughts or feelings. Just stay calm, think about what you can use as a tool for analysis – think about how elements were categorized in a functional framework, or look for patterns of use in corpus data -- and gradually try to sort things out. The point in grammatical analysis is to make a case. Have evidence. Be able to justify a certain analysis and interpretation. Don't expect The Answer to just jump out at you. Work through the data.
3. The amount and density of reading varies greatly from day to day. You will need to pace yourself. Don't get behind. If you find yourself with extra time some days, it would be a good idea to go on to the next reading, review past readings (sometimes they make greater sense in retrospect), or do more practice analyses.
4. Take advantage of the choices that I give you in this course. For example, when you choose your own texts, choose ones that are interesting to you. Similarly, for your application project, choose a situation that is important to you. If you have an idea for a project or analysis that is a little different than what I have assigned but that would be useful to you, talk with me about it.