Donald Wolff

English 315:  Introduction to Applied Linguistics

Office Hours:  M 11-12, W 10-12, and by appointment

Office:  153 Loso.  Office Phone:  962-3527.  Email:  dwolff@eou.edu

Course will meet in BH 142, T-R 11:00am — 12:40pm.

This syllabus subject to minor changes during the term.

English 315:  Introduction to Applied Linguistics

Required Text:

Cleary, Linda Miller and Linn, Michael D.  Linguistics for Teachers.  New York:  McGraw-Hill, 1993.  Spiral bound photocopy, available at the bookstore.

Recommended:

Hacker, Diana.  Bedford Handbook for Writers.  New York:  St. Martin's Press, 1991.

Catalog Description:

 ENGL 315 - Intro. to Applied Linguistics

      Credits: 4.00

      (Old) Gen Ed-Language & Logic

      (Writing Intensive) Introduction to the study of language (phonology, morphology, syntax, semantics) with special emphasis on the differences between spoken and written discourse.  Discussion topics include the relation of linguistics to the composing process, the difference between prescriptive and linguistic notions of grammar, and the application of linguistics to the study of literature. Prerequisite:  Upper division standing.

Course Description:  English 315 provides an introduction to the study of language (phonology, morphology, syntax, semantics, etc.) with special emphasis on the differences between spoken and written discourse.  Discussion topics include the relation of linguistics to the writing and reading processes, the difference between prescriptive and linguistic notions of grammar, language acquisition, pragmatics, dialect variation, teaching English as a Second Language (ESL), and the application of linguistics to the study of literature.  This course is intended to give students a sense of the workings of language in general and English in particular.  In addition, students will briefly review the historical development of Modern English through its recognized stages of Old English, Middle English, and Early Modern English into its various present dialects.  Emphasis will be placed upon the constantly changing nature of English and what that implies about grammar and writing instruction.

By the end of the quarter students should know or be able to do the following:

ENGL 315 Course Outcomes:

Students should be able to

• characterize the linguistic definition of grammar and its constituent parts: phonology, morphology, syntax, semantics, pragmatics, and dialect variation;
• discuss the major differences between speaking and writing and how they account for the difficulty students have in moving from effective speaking to effective writing, especially academic writing;
• analyze the differences between oral and written discourse and the problem of transference;
• recognize the historical development of English from Old English, through Middle English, to Modern English and its many varieties;
• account for the constantly changing nature of English and what that implies about grammar and writing instruction;
• discuss first language acquisition and analyze its relation to literacy;
• analyze reading miscues and their significance;
• analyze reading comprehension and what it entails—background knowledge, vocabulary knowledge, metacognitive knowledge, knowledge of text characteristics, cultural knowledge, and instructional context, including such principles as explicit or direct instruction, modeling, and scaffolding;
• discuss the relation of linguistics to the composing and reading processes and the relevance of language study to those theories;
• discuss the relation of American phonology—and other linguistic attributes of spoken and written English—to our understanding of spelling;
• describe the challenges to teaching spelling in elementary schools;
• demonstrate an understanding of the difference between the prescriptive notion of grammar (Standard English) and the linguistic notion;
• identify the major components of English morphology and syntax;
• accurately draw tree diagrams and distinguish between Deep and Surface Structure;
• characterize the conflict between the linguistic, descriptive definition of grammar and the conventional,  prescriptive notion of grammar;
• account for the nature and function of American dialects and their grammars and how dialect affects literacy;
• characterize the oral and literacy challenges faced by English as a Second Language (ESL) Learners;
• apply semantic feature analysis and syntactic and semantic substitution to analyze error, error patterns, and the logic of error in ESL sentences or sentences affected by dialect;
• apply linguistic approaches to dialect, pragmatics, substitution, and semantic feature analysis to the interpretation of figurative language.

ENGL 315 Means of Assessment:

Students will demonstrate their knowledge and abilities through a series of Executive Summaries of research articles or Analytical Descriptions of relevant experience informed by class readings, in-class exercises, occasional quizzes, and class discussion.

Course Requirements:  English 315 is a writing intensive course.  Writing requirements include five out-of-class Executive Summaries of research articles or Analytical Descriptions of relevant experience informed by class readings. Out-of-class assignments, except for the last one, may be revised for a higher grade, but only after consultation with me.  At that time I may recommend working with a tutor in The Writing Lab. Because of the opportunity to revise, this course will be graded A, B, C, D, F, with no pluses or minuses.  A grading scale is provided below.

Please printout a copy of the assignments from this link:

ENGL 315 Assignments

In-class exercises may not be revised, made up, or handed in late. Each in-class exercise is worth 10 points; there will be ten. Combined they are worth 100 points.  Total points earned for the exercises will be averaged with your other grades for your final grade. Out-of-class assignments, except for the last one, are due in the first five minutes of class; they may not be turned in before class. Out-of-class writing assignments are worth 100 points each. At the end of the quarter, grades for the out-of-class assignments and the exercises total will be averaged and that average will be the course grade.  Students are encouraged to see the instructor if they receive a 70 or below on an out-of-class assignment or 7 or below on an exercise.  If you are consistently scoring below your expectations, consult with me and arrange for a tutor at The Writing Lab.

Fine print:  Work can be made up if you or your children are very sick, and IF you have my permission to hand in your work late.   Athletes must make arrangements with me to get their work in on time prior to their sports events.   Almost no other excuses are accepted.   Be careful:  if you get a 0 on even one out-of-class assignment, your grade can drop a full letter.  In the past students with D and F averages for coursework--due mostly from not turning it in or missing class--tried raising their grades by acing the rest of their assignments.  That didn’t work very well.  This course rewards consistency of effort.  One danger in this course is to not take the in-class exercises seriously.  Keep in mind their total counts for about 15% of your grade.  Too many 0’s and your grade is affected dramatically.

The Executive Summaries or Analytical Descriptions must be typed and will be graded on formal qualities (organization and focus, clarity, grammatical correctness), in addition to their accuracy, content, and the quality of analysis or critical thinking. They do not have to be more than one page, single-spaced, in 12 point font. When paraphrasing, summarizing, or quoting, you must employ signal phrases and either MLA or APA in-text citation formats.

Useful hints:  The summaries and descriptions may be a little longer than one page. Students who produce “A” work usually write more than those who don’t:  They know how to explore a subject in some depth.  They go beyond just summarizing a subject, relating it to the larger concerns addressed in lecture material and in a number of sources (usually but not exclusively articles from our text).  They establish a clear focus and/or complex thesis at the outset. They are careful about formatting and editing.  Their writing displays the qualities listed below.

UWR Writing Intensive Outcomes:

• Students will produce at least 5,000 words (including drafts, in-class writing, informal papers, and polished papers); 2,000 words of this total should be in polished papers which students have revised after receiving feedback and criticism.

Means of Assessment:  Five out-of-class assignments; 10 weekly in-class exercises.

• Students will practice the forms of writing and reflect upon the nature of the writing used by graduates and professionals in the discipline the course represents.

Means of Assessment:  Out-of-class assignments include Executive Summaries and analytical Descriptions of Research Articles.

• Students will write at least one paper integrating information from more than one source, employing the appropriate documentation style for the discipline represented by the course.

Means of Assessment:  Two Executive Summaries of Research Assignments require linking research articles in the textbook to articles in the textbook’s bibliography.

• Students will draft, revise, and edit their formal written work.

Means of Assessment:  Students are encouraged to get feedback from the instructor on drafts of out-of-class assignments (that is, before they are handed in), particularly if they are having trouble with the assignments; students may revise out-of-class assignments after meeting with the instructor; revision workshops are conducted in class; out-of-class assignments receiving a grade of C- or below must be revised after meeting with the instructor and with the help of a Writing Tutor.

• Students will seek assistance from a Writing Tutor in the Writing Lab when needed and when referred by the instructor.

Means of Assessment: Out-of-class assignments receiving a grade of C- or below must be revised after meeting with the instructor and with the help of a Writing Tutor; those having trouble with the out-of-class assignments will be referred to a Writing Tutor and encouraged to show drafts to the Instructor for individualized help.

• Students must complete all UWR writing-intensive courses with a C- or better, in order for the course to count for the UWR.

Means of Assessment:  Final grade/grading scale.

• UWR Writing-intensive courses must allocate at least 30% of the overall grade to formal writing assignments, with at least 25% of the overall grade based on evaluation of individually written papers that have been revised after feedback.

Means of Assessment:  Out-of-class, formal written assignments constitute 83% of the grade for the course; all are individually written and evaluated and each may be revised after feedback, either before being graded or after.

Additional Writing Intensive Outcomes for ENGL 315:

Students should be able to

• write consistently well-focused executive summaries or analytical descriptions;
• write well-organized analytical executive summaries or analytical descriptions;
• write well-developed, appropriately amplified, coherent executive summaries or analytical descriptions;
• discuss complex issues by deepening the discussion, raising questions, exploring contradictions, anticipating readers’ questions and objections, and allowing for lack of closure;
• qualify assertions and avoid oversimplifications when writing;
• avoid simple causal explanations and platitudes when writing;
• analyze readings fully, carefully, and critically in writing;
• integrate into their own writing secondary sources through effective use of summary, paraphrase, quotation, and signal phrases;
• argue effectively by generating convincing interpretations and effective arguments, analyzing information, marshaling resources, synthesizing material, and employing convincing presentations;
• evaluate claims of various arguments found in sources and determine their relative merit;
• document sources consistently and correctly when writing;
• adjust rhetorically by taking into account the subject, occasion, audience, and purpose in writing and oral presentation;
• employ various formats, genres and media, adjusted for the subject, occasion, audience, and purpose both in writing and for oral presentations;
• show that they can work cooperatively and collaboratively while researching a topic and organizing an effective, informative demonstration;
• produce precise, correct sentences in executive summaries or analytical descriptions;
• write fluently and edit carefully.

English 315 Grading Scale for Summaries, Final, and Course Grade

100 - 90 = A

  89 - 80 = B

  79 - 70 = C

  69 - 60 = D

  59 -  0 = F

Grading Scale for In-Class Exercises

10-9 = A

      8 = B

      7 = C

      6 = D

   5-0 = F

English 315 Syllabus

Be sure to download a copy of the out-of-class assignments at: 

ENGL 315 Assignments

Addenda

Disclaimer: 

Class schedule, syllabus, and assignments may be altered during the course of the term as needed.

Statement on Academic Misconduct:

Eastern Oregon University places a high value upon the integrity of its student scholars.  Any student found guilty of an act of academic misconduct (including, but not limited to, cheating, plagiarism, or theft of an examination or supplies) may be subject to having his or her grade reduced in the course in question, being placed on probation or suspended from the university, or being expelled from the university—or a combination of these.  (Please see the Students’ Academic Honesty Code at http://www.eou.edu/saffairs/handbook/honest.html

Accommodations for Disabilities:

If you have a documented disability or suspect that you have a learning problem and need reasonable accommodations, please contact the Disability Services Program in Loso Hall 234.  Telephone:  962-3081.