Jacqueline M Henkel

Students in Grammar for Writers, Editors, and Teachers will study the grammar or structure of written English; assess grammatical issues, handbooks, and controversies; and apply grammatical knowledge in composing, rewriting, and editing exercises.  They should expect to learn traditional grammatical vocabulary and also to critique it; to learn about different approaches and attitudes toward “correctness”; to look carefully at the structure of written English; and to edit effectively.

This course is meant for students who:

- want to become more conscious and confident about their own sentence-level editing choices.

- want to know which “rules” to follow and which not.  (If the New York Times can split infinitives, why can’t you?)

 -want to develop grammatical knowledge and conquer “grammar anxiety.” 

- will need to teach grammatical lessons but are unsure of their own knowledge.

(Note:  Students need not begin the course knowing grammatical terminology.)

Assignments and Grading

Minimum requirements are:  1) satisfactory performance both on unannounced and announced quizzes or problems; 2) satisfactory work on writing exercises (1 paragraph-1 page each); 3) satisfactory text analyses (1-2 pages each); 4) effective peer review and workshop participation in class; 5) discussion informed by familiarity with the required readings; and 6) regular attendance. Note that these are minimum requirements.

Grades are based on quizzes and problems (30%); writing exercises (30%); text analyses (10%); peer review, discussion, and workshop performance (30%).  Attendance and courteous classroom behavior are considered essential, and unsatisfactory marks in these areas are deducted from the final average.

Final course grades are assigned relative to the overall performance of the class; in other words, scores are "curved" rather than absolute.  Final grades include "plus" or "minus" grades.  Final class scores may be rounded up or down, according to students' class participation and performance on minor and ungraded assignments.

A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction.  Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Required Texts and Course Readings

Kolln, Martha J., and Loretta Gray.  Rhetorical Grammar: Grammatical Choices, Rhetorical Effects, 7^th ed., 2012.

Scharton Maurice.  Things Your Grammar Never Told You:  A Pocket Handbook, 2^nd ed., Longman, 2001.

David Crystal, The Fight for English: How Language Pundits Ate, Shot, and Left, Oxford UP, 2008.

Instructor:  Henkel, J

Unique #:  35645

Semester:  Spring 2019

Cross-lists:  n/a

Restrictions: n/a

Computer Instruction: No

Prerequisites:Nine semester hours of coursework in English or rhetoric and writing.

Course Goals:The English Language and Its Social Context is a course designed for English majors, future teachers of English and rhetoric, and other language-oriented students who want to know more about the English language, especially about its social meanings and political uses. The course aims to acquaint students with the language theory, history, and research most relevant to teachers of literature and rhetoric. Specifically, we will work to understand more about the linguistic and social sources of language variation; about how the discourses of the classroom reflect language variety; about teachers’ attitudes toward language variety and how these affect student outcomes; about effective pedagogical strategies; and about problems of language and public policy as these affect classroom practice. The course aims not solely to convey information, though of course this will be important, but to encourage students to think in new ways about the language(s) and dialects they and their future pupils speak.

Required Texts:

--Crawford, James, and Stephen Krashen, English Language Learners in American Classrooms: 101 Questions, 101 Answers, Scholastic, updated 2^nded., 2015.

--Lippi-Green, Rosina, English with an Accent: Language, Ideology, and Discrimination in the United States, Routledge, 2^nded., 2011.

--Redd, Teresa M., and Karen Schuster Webb, A Teacher's Introduction to African American English: What a Writing Teacher Should Know, NCTE Teacher's Introduction Series, 2005. 

--Young, Vershawn Ashanti, Rust Barrett, Y'Shanda Young-Rivera, Kim Brian Lovejoy, Other People's English: Code-Meshing, Code-Switching, and African American Literacy, Columbia U Teacher's College, 2014.

--Additional readings available on-line through Canvas.

Recommended Texts:

--Delpit, Lisa, and Joanne Kilgour Dowdy, The Skin That We Speak: Thoughts on Language and Culture in the Classroom, New Press, 2^nded., 2008.

Requirements & Grading:Minimum requirements are: 1) satisfactory work on (possible) quizzes and problems; 2) satisfactory work on three to four minor written assignments (1-2 pages each); 3) a passing average score on exams (two; no exam may be missed); 4) a satisfactory final paper (approximately 8-10 pages, two drafts); 5) discussion informed by familiarity with the required readings; and 6) regular attendance. Note that these are minimum requirements.

Grades are based on problems and tests (quizzes and problems 10%; exam average 40%) and on writing assignments (minor written assignments and drafts 10%; final paper 40%). Attendance, informed discussion, and courteous classroom behavior are considered essential, and unsatisfactory marks in these areas are deducted from the final average.

Final course grades are assigned relative to the overall performance of the class; in other words, scores are "curved" rather than absolute. Final grades include "plus" or "minus" grades. Final class scores may be rounded up or down, according to students' class participation and performance on minor and ungraded assignments.

A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction. Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Students in Grammar for Writers, Editors, and Teachers will study the grammar or structure of written English; assess grammatical issues, handbooks, and controversies; and apply grammatical knowledge in composing, rewriting, and editing exercises.  They should expect to learn traditional grammatical vocabulary and also to critique it; to learn about different approaches and attitudes toward “correctness”; to look carefully at the structure of written English; and to edit effectively.

This course is meant for students who:

- want to become more conscious and confident about their own sentence-level editing choices.

- want to know which “rules” to follow and which not.  (If the New York Times can split infinitives, why can’t you?)

 -want to develop grammatical knowledge and conquer “grammar anxiety.” 

- will need to teach grammatical lessons but are unsure of their own knowledge.

(Note:  Students need not begin the course knowing grammatical terminology.)

Assignments and Grading

Minimum requirements are:  1) satisfactory performance both on unannounced and announced quizzes or problems; 2) satisfactory work on writing exercises (1 paragraph-1 page each); 3) satisfactory text analyses (1-2 pages each); 4) effective peer review and workshop participation in class; 5) discussion informed by familiarity with the required readings; and 6) regular attendance. Note that these are minimum requirements.

Grades are based on quizzes and problems (30%); writing exercises (30%); text analyses (10%); peer review, discussion, and workshop performance (30%).  Attendance and courteous classroom behavior are considered essential, and unsatisfactory marks in these areas are deducted from the final average.

Final course grades are assigned relative to the overall performance of the class; in other words, scores are "curved" rather than absolute.  Final grades include "plus" or "minus" grades.  Final class scores may be rounded up or down, according to students' class participation and performance on minor and ungraded assignments.

A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction.  Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Required Texts and Course Readings

Kolln, Martha J., and Loretta Gray.  Rhetorical Grammar: Grammatical Choices, Rhetorical Effects, 7^th ed., 2012.

Scharton Maurice.  Things Your Grammar Never Told You:  A Pocket Handbook, 2^nd ed., Longman, 2001.

David Crystal, The Fight for English: How Language Pundits Ate, Shot, and Left, Oxford UP, 2008.

Instructor:  Henkel, J

Unique #:  35055

Semester:  Spring 2018

Cross-lists:  n/a

Restrictions:  n/a

Computer Instruction:  No

Prerequisites:  Nine semester hours of coursework in English or rhetoric and writing.

Description:  English Grammar examines the syntax or structure of present-day English.  Its major aims are:

1)  to encourage students to think about the English language and English grammar in new ways;

2)  to help students master basic grammatical knowledge and terminology;

3)  to encourage students to critique traditional grammatical rules; and

4)  to help students apply grammatical knowledge in developing their sentence-level writing fluency skills.

Texts:  Martha Kolln, Loretta S. Gray, and Joseph Salvatore, Understanding English Grammar, Pearson, 10th ed., 2015.

Joseph M. Williams and Joseph Bizup, Style: Lessons in Clarity and Grace, Pearson,12th ed. 2016.

On-line Canvas readings.

Requirements & Grading:  In order to pass this course, you must:

 1)  work consistently (if not always accurately) on weekly exercises;

 2)  earn a passing average score on quizzes;

 3)  complete all exams with a passing average score (no exam may be missed);

 4)  demonstrate familiarity with required readings; and

 5)  attend class regularly.

 Note that these are minimum requirements.

Course grades are calculated in two ways; the instructor counts the highest calculation as the student's final course average.  Calculation #1:  25% of the grade based on quizzes, 25% on each of three exams.  Calculation #2: 33% of the grade based on each exam.  The purpose of the double-calculation system is to ensure that students can use quizzes as genuine learning opportunities.  That is, you can use quizzes to improve your grade, but if you've been temporarily confused about something on a quiz you won't be penalized for that in your final average.

Class final course averages are then curved and assigned letter grades.  Discussion and attendance are considered essential; thus, this letter grade may then be adjusted up or down (often one-half grade), depending on the student's attendance, class participation, and performance on collected but ungraded assignments.  Final grades include "plus" or "minus" grades.

A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction.  Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Language Theory, Writing Instruction, and Academic Politics

This course aims to introduce students to modern language theories in their relation to rhetoric-composition (and to writing instruction more generally), attending particularly to the debates and political controversies these theories have historically generated.  We will first read paradigm linguistics texts, attending to each language theory itself as much as possible on its own terms, before considering each theory's productive uses, abuses, and applications both to writing instruction and to English-language teaching more generally, through now-classic texts in rhetoric-composition.

Our goals will be to identify still-unanswered questions in the research, lost threads of debate, and unsatisfactorily resolved political matters surrounding writing instruction.  Though the course is constructed as historical review, students will be encouraged to look forward in their final papers to new answers or to connect re-evaluations of language and writing issues to current debates.

Topics/Readings:

A full outline of topics and texts is TBD, but may include:

--generative grammar and its relation to sentence-combining approaches to composition (Faigley, Morenberg, Daiker); the re-emergence of style (Amare, Johnson and Pace)

--generative grammar's relation (and not) to process models of writing

--early structuralism and rhetorical models (Kinneavy); its role in notions of prewriting (Sommers)

--linguistic descriptivism and its relation to marking practices (Wall and Hull, Shaughnessy, Morrow, Haswell, Lundsford)

--linguistic descriptivism and grammar debates (Kolln, Hartwell)

--sociolinguistics, anthropological linguistics, and basic writers (Shaughnessy, Villanueva, Minot, Heath)

--sociolinguistics, educational linguistics, and minority writers (Rickford, Ashanti Young, Campbell, Ball, Students' Right, Park, Smitherman, Ogbu)

--sociolinguistics and the focus on world English

Possible topics, depending on class interest, may include:

--comparative rhetoric and English language learners

--second language learning and English-only ideologies

Requirements:

A final paper (15 pp.; submission of early draft is required); an abstract or handout of 1-2 pages and an oral presentation on secondary material; discussion informed by required and optional readings.

Students in Grammar for Writers, Editors, and Teachers will study the grammar or structure of written English; assess grammatical issues, handbooks, and controversies; and apply grammatical knowledge in composing, rewriting, and editing exercises.  They should expect to learn traditional grammatical vocabulary and also to critique it; to learn about different approaches and attitudes toward “correctness”; to look carefully at the structure of written English; and to edit effectively.

This course is meant for students who:

- want to become more conscious and confident about their own sentence-level editing choices.

- want to know which “rules” to follow and which not.  (If the New York Times can split infinitives, why can’t you?)

 -want to develop grammatical knowledge and conquer “grammar anxiety.” 

- will need to teach grammatical lessons but are unsure of their own knowledge.

(Note:  Students need not begin the course knowing grammatical terminology.)

Assignments and Grading

Minimum requirements are:  1) satisfactory performance both on unannounced and announced quizzes or problems; 2) satisfactory work on writing exercises (1 paragraph-1 page each); 3) satisfactory text analyses (1-2 pages each); 4) effective peer review and workshop participation in class; 5) discussion informed by familiarity with the required readings; and 6) regular attendance. Note that these are minimum requirements.

Grades are based on quizzes and problems (30%); writing exercises (30%); text analyses (10%); peer review, discussion, and workshop performance (30%).  Attendance and courteous classroom behavior are considered essential, and unsatisfactory marks in these areas are deducted from the final average.

Final course grades are assigned relative to the overall performance of the class; in other words, scores are "curved" rather than absolute.  Final grades include "plus" or "minus" grades.  Final class scores may be rounded up or down, according to students' class participation and performance on minor and ungraded assignments.

A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction.  Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Required Texts and Course Readings

Kolln, Martha J., and Loretta Gray.  Rhetorical Grammar: Grammatical Choices, Rhetorical Effects, 7^th ed., 2012.

Scharton Maurice.  Things Your Grammar Never Told You:  A Pocket Handbook, 2^nd ed., Longman, 2001.

David Crystal, The Fight for English: How Language Pundits Ate, Shot, and Left, Oxford UP, 2008.

Instructor:  Henkel, J

Unique #:  35695

Semester:  Fall 2017

Cross-lists:  WGS 345

Restrictions:  n/a

Computer Instruction:  No

Prerequisites:  Nine semester hours of coursework in English or rhetoric and writing.

Description:  In this course we will read captivity narratives by and about women. We will begin with an early American best-seller, a 17th century Puritan woman's account of her captivity among the Native Americans of New England.  Later in the course we will read (or view) examples of this particularly American genre as it recurs in later autobiography, fiction, and film.  We will read these narratives not just for the remarkable personal experiences they depict, but also for the cultural values, concerns, and anxieties they encode, particularly as these relate to experiences and outcomes imagined as possible for women.

Texts: (tentative list):  Michel Rene Hilliard d’Auberteuil, Miss McCrea: A Novel of the American Revolution (on-line) • Kathryn Zabelle Derounian-Stodola, ed., Women’s Indian Captivity Narratives • Harriet Jacobs, Incidents in the Life of a Slave Girl • Deborah Larsen, The White • Toni Morrison, A Mercy • Susannah Haswell Rowson, Slaves in Algiers: Struggle for Freedom • Catherine Maria Sedgwick, Hope Leslie • Monica Sone, Nisei Daughter • other on-line readings (Angela Carter, Louise Erdrich, Sherman Alexie); secondary readings on-line (Axtell, Ebersole, Namias, etc.) • Film excerpts in class: Last of the Mohicans, Dances with Wolves, etc. • Films: Come See the Paradise, Not Without My Daughter (required to view outside of class)

Requirements & Grading:  Minimum requirements are: 1) satisfactory work on quizzes (20%); 2) a passing average score on exams (two; no exam may be missed) (20% each; 40% total); 3) minor written and oral exercises, most to be completed in class (10%); 4) a course paper of 5-6 pages, in two drafts (20%); and 5) an abstract of 1-2 pages and (depending on class size) an oral presentation on secondary material (10%).

Attendance, class preparation, informed discussion, and courteous classroom behavior are considered essential, and unsatisfactory marks in these areas are deducted from the final average.  Final grades include "plus" or "minus" grades.

Students in Grammar for Writers, Editors, and Teachers will study the grammar or structure of written English; assess grammatical issues, handbooks, and controversies; and apply grammatical knowledge in composing, rewriting, and editing exercises.  They should expect to learn traditional grammatical vocabulary and also to critique it; to learn about different approaches and attitudes toward “correctness”; to look carefully at the structure of written English; and to edit effectively.

This course is meant for students who:

- want to become more conscious and confident about their own sentence-level editing choices.

- want to know which “rules” to follow and which not.  (If the New York Times can split infinitives, why can’t you?)

 -want to develop grammatical knowledge and conquer “grammar anxiety.” 

- will need to teach grammatical lessons but are unsure of their own knowledge.

(Note:  Students need not begin the course knowing grammatical terminology.)

Assignments and Grading

Minimum requirements are:  1) satisfactory performance both on unannounced and announced quizzes or problems; 2) satisfactory work on writing exercises (1 paragraph-1 page each); 3) satisfactory text analyses (1-2 pages each); 4) effective peer review and workshop participation in class; 5) discussion informed by familiarity with the required readings; and 6) regular attendance. Note that these are minimum requirements.

Grades are based on quizzes and problems (30%); writing exercises (30%); text analyses (10%); peer review, discussion, and workshop performance (30%).  Attendance and courteous classroom behavior are considered essential, and unsatisfactory marks in these areas are deducted from the final average.

Final course grades are assigned relative to the overall performance of the class; in other words, scores are "curved" rather than absolute.  Final grades include "plus" or "minus" grades.  Final class scores may be rounded up or down, according to students' class participation and performance on minor and ungraded assignments.

A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction.  Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Required Texts and Course Readings

Kolln, Martha J., and Loretta Gray.  Rhetorical Grammar: Grammatical Choices, Rhetorical Effects, 7^th ed., 2012.

Scharton Maurice.  Things Your Grammar Never Told You:  A Pocket Handbook, 2^nd ed., Longman, 2001.

David Crystal, The Fight for English: How Language Pundits Ate, Shot, and Left, Oxford UP, 2008.

E 364T  l  The English Language and its Social Context

Instructor:  Henkel, J

Unique #:  34715

Semester:  Spring 2016

Cross-lists:  n/a

Restrictions:  n/a

Computer Instruction:  No

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Course Goals: The English Language and Its Social Context is a course designed for English majors, future teachers of English and rhetoric, and other language-oriented students who want to know more about the English language, especially about its social meanings and political uses. The course aims to acquaint students with the language theory, history, and research most relevant to teachers of literature and rhetoric. Specifically, we will work to understand more about the linguistic and social sources of language variation; about how the discourses of the classroom reflect language variety; about teachers’ attitudes toward language variety and how these affect student outcomes; about effective pedagogical strategies; and about problems of language and public policy as these affect classroom practice. The course aims not solely to convey information, though of course this will be important, but to encourage students to think in new ways about the language(s) and dialects they and their future pupils speak.

Required Texts:

--Adger, Carolyn Temple, Walt Wolfram, and Donna Christian, 2nd ed., Dialects in Schools and Communities, Lawrence Erlbaum, Mahwah and London, 2007.

--Delpit, Lisa, and Joanne Kilgour Dowdy, The Skin That We Speak: Thoughts on Language and Culture in the Classroom, New Press, 2nd ed., 2008.

 --Lippi-Green, Rosina, English with an Accent: Language, Ideology, and Discrimination in the United States, Routledge, 2nd ed., 2011.

--Tse, Lucy, Why Don't They Learn English?: Separating Fact From Fallacy in the U. S. Language Debate, Teacher's College Press, 2001.

--Additional readings in a course packet available at Speedway Copy (715 West 23rd St., ground floor of parking garage for University Towers dormitory) or on-line through Canvas.

Recommended Texts:

--Crawford, James, Bilingual Education: History, Politics, Theory, and Practice, Bilingual Education Services, rev. 4th ed., 1999; or new title, Educating English Learners: Language Diversity in the Classroom, 5th ed., 2004.

--Crawford, James, and Stephen Krashen, English Language Learners in American Classrooms: 101 Questions, 101 Answers, Scholastic, 2007.

--Dicker, Susan, Languages in America: A Pluralist View, 2nd ed. Multilingual Matters, 2nd ed., 2010.

Requirements & Grading: Minimum requirements are: 1) satisfactory work on (possible) quizzes and problems; 2) satisfactory work on three to four minor written assignments (1-2 pages each); 3) a passing average score on exams (two; no exam may be missed); 4) a satisfactory final paper (approximately 8-10 pages, two drafts); 5) discussion informed by familiarity with the required readings; and 6) regular attendance. Note that these are minimum requirements.

Grades are based on problems and tests (quizzes and problems 10%; exam average 40%) and on writing assignments (minor written assignments and drafts 10%; final paper 40%). Attendance, informed discussion, and courteous classroom behavior are considered essential, and unsatisfactory marks in these areas are deducted from the final average.

Final course grades are assigned relative to the overall performance of the class; in other words, scores are "curved" rather than absolute. Final grades include "plus" or "minus" grades. Final class scores may be rounded up or down, according to students' class participation and performance on minor and ungraded assignments.

A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction. Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Students in Grammar for Writers, Editors, and Teachers will study the grammar or structure of written English; assess grammatical issues, handbooks, and controversies; and apply grammatical knowledge in composing, rewriting, and editing exercises.  They should expect to learn traditional grammatical vocabulary and also to critique it; to learn about different approaches and attitudes toward “correctness”; to look carefully at the structure of written English; and to edit effectively.

This course is meant for students who:

- want to become more conscious and confident about their own sentence-level editing choices.

- want to know which “rules” to follow and which not.  (If the New York Times can split infinitives, why can’t you?)

 -want to develop grammatical knowledge and conquer “grammar anxiety.” 

- will need to teach grammatical lessons but are unsure of their own knowledge.

(Note:  Students need not begin the course knowing grammatical terminology.)

Assignments and Grading

Minimum requirements are:  1) satisfactory performance both on unannounced and announced quizzes or problems; 2) satisfactory work on writing exercises (1 paragraph-1 page each); 3) satisfactory text analyses (1-2 pages each); 4) effective peer review and workshop participation in class; 5) discussion informed by familiarity with the required readings; and 6) regular attendance. Note that these are minimum requirements.

Grades are based on quizzes and problems (30%); writing exercises (30%); text analyses (10%); peer review, discussion, and workshop performance (30%).  Attendance and courteous classroom behavior are considered essential, and unsatisfactory marks in these areas are deducted from the final average.

Final course grades are assigned relative to the overall performance of the class; in other words, scores are "curved" rather than absolute.  Final grades include "plus" or "minus" grades.  Final class scores may be rounded up or down, according to students' class participation and performance on minor and ungraded assignments.

A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction.  Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Required Texts and Course Readings

Kolln, Martha J., and Loretta Gray.  Rhetorical Grammar: Grammatical Choices, Rhetorical Effects, 7^th ed., 2012.

Scharton Maurice.  Things Your Grammar Never Told You:  A Pocket Handbook, 2^nd ed., Longman, 2001.

David Crystal, The Fight for English: How Language Pundits Ate, Shot, and Left, Oxford UP, 2008.

E 364T  l  The English Language and its Social Context

Instructor:  Henkel, J

Unique #:  34865

Semester:  Spring 2015

Cross-lists:  n/a

Restrictions:  n/a

Flags:  Cultural Diversity; Independent Inquiry; Writing

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Course Goals: The English Language and Its Social Context is a course designed for English majors, future teachers of English and rhetoric, and other language-oriented students who want to know more about the English language, especially about its social meanings and political uses. The course aims to acquaint students with the language theory, history, and research most relevant to teachers of literature and rhetoric. Specifically, we will work to understand more about the linguistic and social sources of language variation; about how the discourses of the classroom reflect language variety; about teachers’ attitudes toward language variety and how these affect student outcomes; about effective pedagogical strategies; and about problems of language and public policy as these affect classroom practice. The course aims not solely to convey information, though of course this will be important, but to encourage students to think in new ways about the language(s) and dialects they and their future pupils speak.

Required Texts:

--Adger, Carolyn Temple, Walt Wolfram, and Donna Christian, 2nd ed., Dialects in Schools and Communities, Lawrence Erlbaum, Mahwah and London, 2007.

--Delpit, Lisa, and Joanne Kilgour Dowdy, The Skin That We Speak: Thoughts on Language and Culture in the Classroom, New Press, 2nd ed., 2008.

 --Lippi-Green, Rosina, English with an Accent: Language, Ideology, and Discrimination in the United States, Routledge, 2nd ed., 2011.

--Tse, Lucy, Why Don't They Learn English?: Separating Fact From Fallacy in the U. S. Language Debate, Teacher's College Press, 2001.

--Additional readings in a course packet available at Speedway Copy (715 West 23rd St., ground floor of parking garage for University Towers dormitory) or on-line through Canvas.

Recommended Texts:

--Crawford, James, Bilingual Education: History, Politics, Theory, and Practice, Bilingual Education Services, rev. 4th ed., 1999; or new title, Educating English Learners: Language Diversity in the Classroom, 5th ed., 2004.

--Crawford, James, and Stephen Krashen, English Language Learners in American Classrooms: 101 Questions, 101 Answers, Scholastic, 2007.

--Dicker, Susan, Languages in America: A Pluralist View, 2nd ed. Multilingual Matters, 2nd ed., 2010.

Requirements & Grading: Minimum requirements are: 1) satisfactory work on (possible) quizzes and problems; 2) satisfactory work on three to four minor written assignments (1-2 pages each); 3) a passing average score on exams (two; no exam may be missed); 4) a satisfactory final paper (approximately 8-10 pages, two drafts); 5) discussion informed by familiarity with the required readings; and 6) regular attendance. Note that these are minimum requirements.

Grades are based on problems and tests (quizzes and problems 10%; exam average 40%) and on writing assignments (minor written assignments and drafts 10%; final paper 40%). Attendance, informed discussion, and courteous classroom behavior are considered essential, and unsatisfactory marks in these areas are deducted from the final average.

Final course grades are assigned relative to the overall performance of the class; in other words, scores are "curved" rather than absolute. Final grades include "plus" or "minus" grades. Final class scores may be rounded up or down, according to students' class participation and performance on minor and ungraded assignments.

A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction. Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Students in Grammar for Writers, Editors, and Teachers will study the grammar or structure of written English; assess grammatical issues, handbooks, and controversies; and apply grammatical knowledge in composing, rewriting, and editing exercises.  They should expect to learn traditional grammatical vocabulary and also to critique it; to learn about different approaches and attitudes toward “correctness”; to look carefully at the structure of written English; and to edit effectively.

This course is meant for students who:

- want to become more conscious and confident about their own sentence-level editing choices.

- want to know which “rules” to follow and which not.  (If the New York Times can split infinitives, why can’t you?)

 -want to develop grammatical knowledge and conquer “grammar anxiety.” 

- will need to teach grammatical lessons but are unsure of their own knowledge.

(Note:  Students need not begin the course knowing grammatical terminology.)

Assignments and Grading

Minimum requirements are:  1) satisfactory performance both on unannounced and announced quizzes or problems; 2) satisfactory work on writing exercises (1 paragraph-1 page each); 3) satisfactory text analyses (1-2 pages each); 4) effective peer review and workshop participation in class; 5) discussion informed by familiarity with the required readings; and 6) regular attendance. Note that these are minimum requirements.

Grades are based on quizzes and problems (30%); writing exercises (30%); text analyses (10%); peer review, discussion, and workshop performance (30%).  Attendance and courteous classroom behavior are considered essential, and unsatisfactory marks in these areas are deducted from the final average.

Final course grades are assigned relative to the overall performance of the class; in other words, scores are "curved" rather than absolute.  Final grades include "plus" or "minus" grades.  Final class scores may be rounded up or down, according to students' class participation and performance on minor and ungraded assignments.

A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction.  Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Required Texts and Course Readings

Kolln, Martha J., and Loretta Gray.  Rhetorical Grammar: Grammatical Choices, Rhetorical Effects, 7^th ed., 2012.

Scharton Maurice.  Things Your Grammar Never Told You:  A Pocket Handbook, 2^nd ed., Longman, 2001.

David Crystal, The Fight for English: How Language Pundits Ate, Shot, and Left, Oxford UP, 2008.

Rhetoric 325M is an advanced-level non-fiction writing course. Its aim is to develop already accomplished students into more sophisticated and publishable writers.  During classes, students in the course should expect to complete (and share with others) essay analyses, imitation exercises, sentence-styling assignments, and editing exercises.  Outside of class, students will write two drafts of each of four papers representing familiar kinds of writing tasks:  a personal narrative, a general-audience "translation" of a specialized study or report, a researched persuasive paper, and a manuscript speech.

Assignments and Grading

Minimum requirements are:  1) satisfactory performance on (almost daily) in-class writing exercises; 2) satisfactory work on rough drafts of four papers; 3) a satisfactory average on four final paper drafts; 4) effective peer review and workshop participation; 5) discussion informed by familiarity with the required readings; and 6) regular attendance. Note that these are minimum requirements.

Grades are based on in-class writing exercises (10%); rough drafts (20%); final drafts (60% [longest papers weighted most]); peer review, discussion, and workshop performance (10%).  Attendance and courteous classroom behavior are considered essential, and unsatisfactory marks in these areas are deducted from the final average.

Final course grades are assigned relative to the overall performance of the class; in other words, scores are "curved" rather than absolute.  Final grades include "plus" or "minus" grades.  Final class scores may be rounded up or down, according to students' class participation and performance on minor and ungraded assignments.

A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction.  Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Required Texts and Course Readings

--Ruszkiewicz, John.  A Reader's Guide to College Writing, Bedford-St. Martin's, 2014

--Scharton, Maurice.  Things Your Grammar Never Told You:  A Pocket Handbook, 2nd ed., Longman, 2001

--additional on-line reading assignments

 Instructor:  Henkel, J

Unique #:  35930

Semester:  Fall 2014

Cross-lists:  WGS 345

Flags:  Cultural Diversity; Writing

Computer Instruction:  No

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: In this course we will read captivity narratives by and about women. We will begin with an early American best-seller, a 17th century Puritan woman's account of her captivity among the Native Americans of New England. Later in the course we will read (or view) examples of this particularly American genre as it recurs in later autobiography, fiction, and film. We will read these narratives not just for the remarkable personal experiences they depict, but also for the cultural values, concerns, and anxieties they encode, particularly as these relate to experiences and outcomes imagined as possible for women.

Texts: (tentative list): --Michel Rene Hilliard d’Auberteuil, Miss McCrea: A Novel of the American Revolution (on-line). --Kathryn Zabelle Derounian-Stodola, ed., Women’s Indian Captivity Narratives. --Harriet Jacobs, Incidents in the Life of a Slave Girl. --Deborah Larsen, The White. --Toni Morrison, A Mercy. --Susannah Haswell Rowson, Slaves in Algiers: Struggle for Freedom. --Catherine Maria Sedgwick, Hope Leslie. --Monica Sone, Nisei Daughter. --other on-line readings (Angela Carter, Louise Erdrich, Sherman Alexie); secondary readings on-line (Axtell, Ebersole, Namias, etc.). --Film excerpts in class: Last of the Mohicans, Dances with Wolves, etc. --Films: Come See the Paradise, Not Without My Daughter (required to view outside of class)

Requirements & Grading: Minimum requirements are: 1) satisfactory work on quizzes (20%); 2) a passing average score on exams (two; no exam may be missed) (20% each; 40% total); 3) minor written and oral exercises, most to be completed in class (10%); 4) a course paper of 5-6 pages, in two drafts (20%); and 5) an abstract of 1-2 pages and (depending on class size) an oral presentation on secondary material (10%).

Attendance, class preparation, informed discussion, and courteous classroom behavior are considered essential, and unsatisfactory marks in these areas are deducted from the final average. Final grades include "plus" or "minus" grades.

Instructor:  Henkel, J

Unique #:  36140

Semester:  Spring 2014

Cross-lists:  n/a

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Course Goals: The English Language and Its Social Context is a course designed for English majors, future teachers of English and rhetoric, and other language-oriented students who want to know more about the English language, especially about its social meanings and political uses.  The course aims to acquaint students with the language theory, history, and research most relevant to teachers of literature and rhetoric.  Specifically, we will work to understand more about the linguistic and social sources of language variation; about how the discourses of the classroom reflect language variety; about teachers’ attitudes toward language variety and how these affect student outcomes; about effective pedagogical strategies; and about problems of language and public policy as these affect classroom practice.  The course aims not solely to convey information, though of course this will be important, but to encourage students to think in new ways about the language(s) and dialects they and their future pupils speak.

Required Texts:

--Adger, Carolyn Temple, Walt Wolfram, and Donna Christian, 2nd ed., Dialects in Schools and Communities, Lawrence

Erlbaum, Mahwah and London, 2007.

--Delpit, Lisa, and Joanne Kilgour Dowdy, The Skin That We Speak: Thoughts on Language and Culture in the Classroom,

New Press, 2nd ed., 2008.

 --Lippi-Green, Rosina, English with an Accent: Language, Ideology, and Discrimination in the United States, Routledge,

2nd ed., 2011.

--Tse, Lucy, Why Don't They Learn English?:  Separating Fact From Fallacy in the U. S. Language Debate, Teacher's College

Press, 2001.

--Additional readings in a course packet available at Speedway Copy (715 West 23rd St., ground floor of parking garage for University Towers dormitory) or on-line through Blackboard.

Recommended Texts:

--Crawford, James, Bilingual Education: History, Politics, Theory, and Practice, Bilingual Education Services, rev. 4th ed.,

1999 ; or new title, Educating English Learners: Language Diversity in the Classroom, 5th ed., 2004.

--Crawford, James, and Stephen Krashen , English Language Learners in American Classrooms:  101 Questions, 101 Answers, Scholastic, 2007.

--Dicker, Susan, Languages in America: A Pluralist View, 2nd ed. Multilingual Matters, 2nd ed., 2010.

--Wolfram, Walt, and Natalie Schilling-Estes, American English, Blackwell, 2nd ed., 2005.

Requirements & Grading: Minimum requirements are: 1) satisfactory work on (possible) quizzes and on linguistics problems; 2) satisfactory work on four to five minor written assignments (2-3 pages each); 3) a passing average score on exams (two; no exam may be missed); 4) a satisfactory final paper (approximately 8-10 pages, two drafts); 5) discussion informed by familiarity with the required readings; and 6) regular attendance. Note that these are minimum requirements.

Grades are based on problems and tests (quizzes and problems 10%; exam average 40%) and on writing assignments (minor written assignments 10%; draft and final paper 40%). Attendance, informed discussion, and courteous classroom behavior are considered essential, and unsatisfactory marks in these areas are deducted from the final average.

Final course grades are assigned relative to the overall performance of the class; in other words, scores are "curved" rather than absolute. Final grades include "plus" or "minus" grades. Final class scores may be rounded up or down, according to students' class participation and performance on minor and ungraded assignments.

A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction. Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Rhetoric 325M is an advanced-level non-fiction writing course. Its aim is to develop already skilled students into more polished and publishable writers.  Students in the course should expect to complete (and share with others) several short analyses of others’ prose, imitation exercises, sentence-styling assignments, and editing exercises. 

Assignments and Grading

Minimum requirements are:  1) satisfactory performance on (possible) unannounced quizzes or problems; 2) satisfactory work on writing exercises (1 paragraph-1 page each); 3) satisfactory prose analyses (2 pages each); 4) effective peer review and workshop participation; 5) discussion informed by familiarity with the required readings; and 6) regular attendance. Note that these are minimum requirements.

Grades are based on quizzes and problems (10%); writing exercises (30%); prose analyses (30%); peer review, discussion, and workshop performance (30%).  Attendance and courteous classroom behavior are considered essential, and unsatisfactory marks in these areas are deducted from the final average.

Final course grades are assigned relative to the overall performance of the class; in other words, scores are "curved" rather than absolute.  Final grades include "plus" or "minus" grades.  Final class scores may be rounded up or down, according to students' class participation and performance on minor and ungraded assignments.

A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction.  Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Required Texts and Course Readings

--Williams, Joseph, and Joseph Bizup.  Style:  Lessons in Clarity and Grace, 11th ed., Pearson, 2014.

--Scharton Maurice.  Things Your Grammar Never Told You:  A Pocket Handbook, 2nd ed., Longman, 2001.

Instructor:  Henkel, J            Areas:  VI / I

Unique #:  35915            Flags: Cultural diversity, Independent inquiry, Writing

Semester:  Fall 2013            Restrictions:  n/a

Cross-lists:  n/a            Computer Instruction:  No

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Course Goals: The English Language and Its Social Context is a course designed for English majors, future teachers of English and rhetoric, and other language-oriented students who want to know more about the English language, especially about its social meanings and political uses. The course aims to acquaint students with the language theory, history, and research most relevant to teachers of literature and rhetoric. Specifically, we will study: basic principles of language structure and change; the social dimensions of language variety; the linguistic history and linguistic diversity of the U.S.; English and commercial culture; language attitudes; pedagogical issues involving language acquisition and linguistic difference; linguistic diversity and the teaching of English language and literature; and problems of language and public policy. The course aims not solely to convey information, though of course this will be important, but to encourage students to think in new ways about the language(s) they speak.

Required Texts:

--Adger, Carolyn Temple, Walt Wolfram, and Donna Christian, 2nd ed., Dialects in Schools and Communities, Lawrence Erlbaum, Mahwah and London, 2007.

--Delpit, Lisa, and Joanne Kilgour Dowdy, The Skin That We Speak: Thoughts on Language and Culture in the Classroom, New Press, 2002.

 --Lippi-Green, Rosina, English with an Accent: Language, Ideology, and Discrimination in the United States, Routledge, 1997.

--Tse, Lucy, Why Don't They Learn English?: Separating Fact From Fallacy in the U. S. Language Debate, Teacher's College Press, 2001.

--Additional readings (available at Speedway Copy in Dobie Mall or on-line through Blackboard).

Recommended Texts:

--Crawford, James, Bilingual Education: History, Politics, Theory, and Practice, Bilingual Education Services, rev. 4th ed., 1999.

--Dicker, Susan, Languages in America: A Pluralist View, 2nd ed. Multilingual Matters, 2003.

--Wolfram, Walt, and Natalie Schilling-Estes, American English, Blackwell, 2nd ed., 2005

Requirements & Grading: Minimum requirements are: 1) satisfactory work on (possible) quizzes and on linguistics problems; 2) satisfactory work on four to five minor written assignments (2-3 pages each); 3) a passing average score on exams (two; no exam may be missed); 4) a satisfactory final paper (approximately 8-10 pages, two drafts); 5) discussion informed by familiarity with the required readings; and 6) regular attendance. Note that these are minimum requirements.

Grades are based on problems and tests (quizzes and problems 10%; exam average 40%) and on writing assignments (minor written assignments 10%; draft and final paper 40%). Attendance, informed discussion, and courteous classroom behavior are considered essential, and unsatisfactory marks in these areas are deducted from the final average.

Final course grades are assigned relative to the overall performance of the class; in other words, scores are "curved" rather than absolute. Final grades include "plus" or "minus" grades. Final class scores may be rounded up or down, according to students' class participation and performance on minor and ungraded assignments.

A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction. Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Description: In this course we will read paradigm texts drawn from important modern language theories, first attending to each theory itself as much as possible on its own terms, then considering its uses, abuses, and applications both to literary interpretation and to English-language teaching.  The course will especially focus on political controversies surrounding these theories, "political" broadly construed so as to include both attempts to define literature as a social rather than solely aesthetic object and explicit curricular and legal controversies involving the teaching of English.

Topics/Readings:  TBD, but will probably include:

--initial assumptions (modern linguistics as inaugurated by Saussure)

--early semiotics (Prague School applications of Saussure [Jakobson, Mukarovsky])

--contemporary assumptions and discontents (Chomsky; literary grammars; debates about meaning and "mentalism")

--discourse models (speech act theory; literary and non-literary discourse [J. L. Austin, Searle])

--sociolinguistics and educational controversies (ideology of classroom English [Labov, Bourdieu, Heath, Smitherman])

--language and nation; English-language controversies (English-only movements; ideologies of second language learning in the U.S. [Tse, Crawford]).

Requirements:  A final paper (15 pp., submission of early draft is optional); an abstract or handout of 1-2 pages and an oral presentation on secondary material; discussion informed by required and optional readings.

Instructor:  Henkel, J            Areas:  VI / I

Unique #:  35615            Flags: Cultural diversity, Independent inquiry, Writing

Semester:  Spring 2013            Restrictions:  n/a

Cross-lists:  n/a            Computer Instruction:  No

Only one of the following may be counted: E 364T, 376L (Topic: The English Language and Its Social Context), 376L (Topic: The English Language in Its Social Context).

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Course Goals: The English Language and Its Social Context is a course designed for English majors, future teachers of English and rhetoric, and other language-oriented students who want to know more about the English language, especially about its social meanings and political uses. The course aims to acquaint students with the language theory, history, and research most relevant to teachers of literature and rhetoric. Specifically, we will study: basic principles of language structure and change; the social dimensions of language variety; the linguistic history and linguistic diversity of the U.S.; English and commercial culture; language attitudes; pedagogical issues involving language acquisition and linguistic difference; linguistic diversity and the teaching of English language and literature; and problems of language and public policy. The course aims not solely to convey information, though of course this will be important, but to encourage students to think in new ways about the language(s) they speak.

Required Texts:

--Adger, Carolyn Temple, Walt Wolfram, and Donna Christian, 2nd ed., Dialects in Schools and Communities, Lawrence Erlbaum, Mahwah and London, 2007.

--Delpit, Lisa, and Joanne Kilgour Dowdy, The Skin That We Speak: Thoughts on Language and Culture in the Classroom, New Press, 2002.

 --Lippi-Green, Rosina, English with an Accent: Language, Ideology, and Discrimination in the United States, Routledge, 1997.

--Tse, Lucy, Why Don't They Learn English?: Separating Fact From Fallacy in the U. S. Language Debate, Teacher's College Press, 2001.

--Additional readings (available at Speedway Copy in Dobie Mall or on-line through Blackboard).

Recommended Texts:

--Crawford, James, Bilingual Education: History, Politics, Theory, and Practice, Bilingual Education Services, rev. 4th ed., 1999.

--Dicker, Susan, Languages in America: A Pluralist View, 2nd ed. Multilingual Matters, 2003.

--Wolfram, Walt, and Natalie Schilling-Estes, American English, Blackwell, 2nd ed., 2005

Requirements & Grading: Minimum requirements are: 1) satisfactory work on (possible) quizzes and on linguistics problems; 2) satisfactory work on four to five minor written assignments (2-3 pages each); 3) a passing average score on exams (two; no exam may be missed); 4) a satisfactory final paper (approximately 8-10 pages, two drafts); 5) discussion informed by familiarity with the required readings; and 6) regular attendance. Note that these are minimum requirements.

Grades are based on problems and tests (quizzes and problems 10%; exam average 40%) and on writing assignments (minor written assignments 10%; draft and final paper 40%). Attendance, informed discussion, and courteous classroom behavior are considered essential, and unsatisfactory marks in these areas are deducted from the final average.

Final course grades are assigned relative to the overall performance of the class; in other words, scores are "curved" rather than absolute. Final grades include "plus" or "minus" grades. Final class scores may be rounded up or down, according to students' class participation and performance on minor and ungraded assignments.

A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction. Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Instructor:  Henkel, J            Areas:  III / G

Unique #:  35645            Flags:  Writing

Semester:  Spring 2013            Restrictions:  n/a

Cross-lists:  WGS 345            Computer Instruction:  No

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: In this course we will read captivity narratives by and about women. We will begin with an early American bestseller, a 17th-century Puritan woman's account of her captivity among the Native Americans of New England. Later in the course we will read (or view) examples of this particularly American genre as it recurs in later autobiography, fiction, and film. We will read these narratives not just for the remarkable personal experiences they depict, but also for the cultural values, concerns, and anxieties they encode, particularly as these relate to experiences and outcomes imagined as possible for women.

Texts:

--Michel Rene Hilliard d’Auberteuil, Miss McCrea: A Novel of the American Revolution (on Blackboard).

--Kathryn Zabelle Derounian-Stodola, ed., Women’s Indian Captivity Narratives.

--Harriet Jacobs, Incidents in the Life of a Slave Girl.

--Deborah Larsen, The White.

--Toni Morrison, A Mercy.

--Susannah Haswell Rowson, Slaves in Algiers: Struggle for Freedom.

--Catherine Maria Sedgwick, Hope Leslie.

--Monica Sone, Nisei Daughter.

--other Blackboard readings (Angela Carter, Louise Erdrich, Sherman Alexie); secondary readings on Blackboard (Axtell, Ebersole, Namias, etc.).

--Films or film excerpts: Last of the Mohicans; Dances with Wolves; Not Without My Daughter.

Requirements & Grading: Minimum requirements are: 1) satisfactory work on quizzes (20%); 2) a passing average score on exams (two; no exam may be missed) (20% each; 40% total); 3) minor written and oral exercises, most to be completed in class (10%); 4) a course paper (in two drafts) (20%); and 5) an abstract of 1-2 pages and (depending on class size) an oral presentation on secondary material (10%).

Attendance, class preparation, informed discussion, and courteous classroom behavior are considered essential, and unsatisfactory marks in these areas are deducted from the final average. Final grades include "plus" or "minus" grades.

Instructor:  Henkel, J            Areas:  IV / U

Unique #:  35525            Flags:  n/a

Semester:  Fall 2012            Restrictions:  n/a

Cross-lists:  n/a            Computer Instruction:  No

E 360K and LIN 360K may not both be counted.

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: English Grammar examines the syntax or structure of present-day English. Its major aim is to encourage students to think about the English language and English grammar in a new way.

The term “grammar” describes both the linguistic knowledge that speakers of English share (an internalized or mental “grammar”) and any representation of linguistic conventions (a “grammar” or model of English). Thus one course aim is to make explicit the syntactic conventions speakers of English know unconsciously (Why do you interpret “Igor ran up a hill” differently than “Igor ran up a bill”?). A second course goal is to study ways of modeling language structure (How should we describe the linguistic conventions you just applied?). We will use traditional terminology as we investigate English syntax for some of the course, but we will also draw on the methods of generative grammar, especially as we consider alternative explanations for language structure and for linguistic knowledge. A final course aim is to consider English syntax in context. So we will also briefly discuss syntactic variation in American English (regional and class differences in speech), attitudes toward language variation, and controversies involving English usage.

Texts: Martha Kolln and Robert Funk, Understanding English Grammar, Allyn and Bacon, 8th ed., 2009. Course packet (available at Speedway Copy in Dobie Mall or on-line through electronic reserves).

Requirements & Grading: In order to pass this course, you must: 1) work consistently (if not always accurately) on weekly exercises; 2) earn a passing average score on quizzes; 3) complete all exams with a passing average score (no exam may be missed); 4) demonstrate familiarity with required readings; and 5) attend class regularly. Note that these are minimum requirements.

Course grades are calculated in two ways; the instructor counts the highest calculation as the student's final course average. Calculation #1: 25% of the grade based on quizzes, 25% on each of three exams. Calculation #2: 33% of the grade based on each exam. The purpose of the double-calculation system is to ensure that students can use quizzes as genuine learning opportunities. That is, you can use quizzes to improve your grade, but if you've been temporarily confused about something on a quiz you won't be penalized for that in your final average.

Class final course averages are then curved and assigned letter grades. Discussion and attendance are considered essential; thus, this letter grade may then be adjusted up or down (often one-half grade), depending on the student's attendance, class participation, and performance on collected but ungraded assignments. Final grades include "plus" or "minus" grades.

A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction. Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Instructor:  Henkel, J            Areas:  VI / I

Unique #:  35585            Flags: Cultural diversity, Independent inquiry, Writing

Semester:  Fall 2012            Restrictions:  n/a

Cross-lists:  n/a            Computer Instruction:  No

Only one of the following may be counted: E 364T, 376L (Topic: The English Language and Its Social Context), 376L (Topic: The English Language in Its Social Context).

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: The English Language and Its Social Context is a course designed for English majors, future teachers of English and rhetoric, and other language-oriented students who want to know more about the English language, especially about its social meanings and political uses. The course aims to acquaint students with the language theory, history, and research most relevant to teachers of literature and rhetoric. Specifically, we will study: basic principles of language structure and change; social dimensions of language variety; linguistic diversity in the U.S.; English and commercial culture; language attitudes; pedagogical issues involving language acquisition and linguistic difference; linguistic diversity and the teaching of English language and literature; and problems of language and public policy. The course aims not solely to convey information, though of course this will be important, but to encourage students to think in new ways about the language(s) they speak.

Texts: Adger, Carolyn Temple, Walt Wolfram, and Donna Christian, Dialects in Schools and Communities, Lawrence Erlbaum, 2nd ed., 2007; Delpit, Lisa, and Joanne Kilgour Dowdy, The Skin That We Speak: Thoughts on Language and Culture in the Classroom, New Press, 2002; Lippi-Green, Rosina, English with an Accent: Language, Ideology, and Discrimination in the United States, Routledge, 1997; Tse, Lucy, Why Don't They Learn English?: Separating Fact From Fallacy in the U. S. Language Debate, Teacher's College Press, 2001; a course packet (available at Speedway Copy in Dobie Mall).

Requirements & Grading: Minimum requirements are: 1) satisfactory work on (possible) quizzes and on linguistics problems; 2) satisfactory work on four to five minor written assignments (2-3 pages each); 3) a passing average score on exams (two; no exam may be missed); 4) a satisfactory final paper (approximately 6-8 pages, two drafts); 5) discussion informed by familiarity with the required readings; and 6) regular attendance. Note that these are minimum requirements.

Grades are based on problems and tests (quizzes and problems 10%; exam average 40%) and on writing assignments (minor written assignments 10%; draft and final paper 40%).  Attendance, informed discussion, and courteous classroom behavior are considered essential, and unsatisfactory marks in these areas are deducted from the final average.

Final course grades are assigned relative to the overall performance of the class; in other words, scores are "curved" rather than absolute.  Final grades include "plus" or "minus" grades.  Final class scores may be rounded up or down, according to students' class participation and performance on minor and ungraded assignments.

A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction.  Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Instructor:  Henkel, J            Areas:  VI / I

Unique #:  35405            Flags:  Writing; Independent inquiry, Cultural diversity

Semester:  Spring 2012            Restrictions:  n/a

Cross-lists:  n/a            Computer Instruction:  No

Only one of the following may be counted: E 364T, 376L (Topic: The English Language and Its Social Context), 376L (Topic: The English Language in Its Social Context).

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: The English Language and Its Social Context is a course designed for English majors, future teachers of English and rhetoric, and other language-oriented students who want to know more about the English language, especially about its social meanings and political uses. The course aims to acquaint students with the language theory, history, and research most relevant to teachers of literature and rhetoric. Specifically, we will study: basic principles of language structure and change; social dimensions of language variety; linguistic diversity in the U.S.; English and commercial culture; language attitudes; pedagogical issues involving language acquisition and linguistic difference; linguistic diversity and the teaching of English language and literature; and problems of language and public policy. The course aims not solely to convey information, though of course this will be important, but to encourage students to think in new ways about the language(s) they speak.

Texts: Adger, Carolyn Temple, Walt Wolfram, and Donna Christian, Dialects in Schools and Communities, Lawrence Erlbaum, 2nd ed., 2007; Delpit, Lisa, and Joanne Kilgour Dowdy, The Skin That We Speak: Thoughts on Language and Culture in the Classroom, New Press, 2002; Lippi-Green, Rosina, English with an Accent: Language, Ideology, and Discrimination in the United States, Routledge, 1997; Tse, Lucy, Why Don't They Learn English?: Separating Fact From Fallacy in the U. S. Language Debate, Teacher's College Press, 2001; a course packet (available at Speedway Copy in Dobie Mall).

Requirements & Grading: Minimum requirements are: 1) satisfactory work on (possible) quizzes and on linguistics problems; 2) satisfactory work on four minor written assignments (2-3 pages each); 3) a passing average score on exams (three; no exam may be missed); 4) a satisfactory final paper (approximately 8-10 pages, in two drafts); 5) discussion informed by familiarity with the required readings; and 6) regular attendance. Note that these are minimum requirements.

Grades are calculated as follows: 15% of the grade is based on quizzes, problems, and ungraded writing assignments; 45% on exams (15% for each of three); 30% on the final paper; and 10% on class preparation and informed discussion. Regular attendance is considered essential, and unsatisfactory attendance marks are deducted from the final average.

Only one of the following may be counted: E 364T, 376L (Topic: The English Language and Its Social Context), 376L (Topic: The English Language in Its Social Context).

 Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Description: The English Language and Its Social Context is a course designed for English majors, future teachers of English and rhetoric, and other language-oriented students who want to know more about the English language, especially about its social meanings and political uses. The course aims to acquaint students with the language theory, history, and research most relevant to teachers of literature and rhetoric. Specifically, we will study: basic principles of language structure and change; social dimensions of language variety; linguistic diversity in the U.S.; English and commercial culture; language attitudes; pedagogical issues involving language acquisition and linguistic difference; linguistic diversity and the teaching of English language and literature; and problems of language and public policy. The course aims not solely to convey information, though of course this will be important, but to encourage students to think in new ways about the language(s) they speak. 

Texts: Adger, Carolyn Temple, Walt Wolfram, and Donna Christian, Dialects in Schools and Communities, Lawrence Erlbaum, 2nd ed., 2007; Delpit, Lisa, and Joanne Kilgour Dowdy, The Skin That We Speak: Thoughts on Language and Culture in the Classroom, New Press, 2002; Lippi-Green, Rosina, English with an Accent: Language, Ideology, and Discrimination in the United States, Routledge, 1997; Tse, Lucy, Why Don't They Learn English?: Separating Fact From Fallacy in the U. S. Language Debate, Teacher's College Press, 2001; a course packet (available at Speedway Copy in Dobie Mall).

Requirements & Grading: Minimum requirements are: 1) satisfactory work on (possible) quizzes and on linguistics problems; 2) satisfactory work on four minor written assignments (2-3 pages each); 3) a passing average score on exams (three; no exam may be missed); 4) a satisfactory final paper (approximately 8-10 pages, in two drafts); 5) discussion informed by familiarity with the required readings; and 6) regular attendance. Note that these are minimum requirements.

Grades are calculated as follows: 15% of the grade is based on quizzes, problems, and ungraded writing assignments; 45% on exams (15% for each of three); 30% on the final paper; and 10% on class preparation and informed discussion. Regular attendance is considered essential, and unsatisfactory attendance marks are deducted from the final average.

E 360K and LIN 360K may not both be counted.

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing.

Course Description: English Grammar examines the syntax or structure of present-day English. Its major aim is to encourage students to think about the English language and English grammar in a new way.

The term “grammar” describes both the linguistic knowledge that speakers of English share (an internalized or mental “grammar”) and any representation of linguistic conventions (a “grammar” or model of English). Thus one course aim is to make explicit the syntactic conventions speakers of English know unconsciously (Why do you interpret “Igor ran up a hill” differently than “Igor ran up a bill”?). A second course goal is to study ways of modeling language structure (How should we describe the linguistic conventions you just applied?). We will use traditional terminology as we investigate English syntax for some of the course, but we will also draw on the methods of generative grammar, especially as we consider alternative explanations for language structure and for linguistic knowledge. A final course aim is to consider English syntax in context.  So we will also briefly discuss syntactic variation in American English (regional and class differences in speech), attitudes toward language variation, and controversies involving English usage.

Texts: Martha Kolln and Robert Funk, Understanding English Grammar, Allyn and Bacon, 8th ed., 2009. Course packet (available at Speedway Copy in Dobie Mall or on-line through electronic reserves).

Grading: In order to pass this course, you must: 1) work consistently (if not always accurately) on weekly exercises; 2) earn a passing average score on quizzes; 3) complete all exams with a passing average score (no exam may be missed); 4) demonstrate familiarity with required readings; and 5) attend class regularly. Note that these are minimum requirements.

Course grades are calculated in two ways; the instructor counts the highest calculation as the student's final course average. Calculation #1: 25% of the grade based on quizzes, 25% on each of three exams. Calculation #2: 33% of the grade based on each exam. The purpose of the double-calculation system is to ensure that students can use quizzes as genuine learning opportunities. That is, you can use quizzes to improve your grade, but if you've been temporarily confused about something on a quiz you won't be penalized for that in your final average.

Class final course averages are then curved and assigned letter grades. Discussion and attendance are considered essential; thus, this letter grade may then be adjusted up or down (often one-half grade), depending on the student's attendance, class participation, and performance on collected but ungraded assignments. Final grades include "plus" or "minus" grades.

A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction. Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Only one of the following may be counted: E 364T, 376L (Topic: The English Language and Its Social Context), 376L (Topic: The English Language in Its Social Context).

Course Description:  The English Language and Its Social Context is a course designed for English majors, future teachers of English and rhetoric, and other language-oriented students who want to know more about the English language, especially about its social meanings and political uses.  The course aims to acquaint students with the language theory, history, and research most relevant to teachers of literature and rhetoric.  Specifically, we will study:  basic principles of language structure and change; social dimensions of language variety; linguistic diversity in the U.S.; English and commercial culture; language attitudes; pedagogical issues involving language acquisition and linguistic difference; linguistic diversity and the teaching of English language and literature; and problems of language and public policy.  The course aims not solely to convey information, though of course this will be important, but to encourage students to think in new ways about the language(s) they speak.

Texts:  Adger, Carolyn Temple, Walt Wolfram, and Donna Christian, Dialects in Schools and Communities, Lawrence Erlbaum, 2^nd ed., 2007; Delpit, Lisa, and Joanne Kilgour Dowdy, The Skin That We Speak: Thoughts on Language
and Culture in the Classroom, New Press, 2002; Lippi-Green, Rosina, English with an Accent: Language, Ideology, and Discrimination in the United States, Routledge, 1997; Tse, Lucy, Why Don't They Learn English?: Separating Fact From Fallacy in the U. S. Language Debate, Teacher's College Press, 2001; a course packet (available at Speedway Copy in Dobie Mall).

Grading:  Minimum requirements are: 1) satisfactory work on (possible) quizzes and on linguistics problems; 2) satisfactory work on four minor written assignments (2-3 pages each); 3) a passing average score on exams (three; no exam may be missed); 4) a satisfactory final paper (approximately 8-10 pages, in two drafts); 5) discussion informed by familiarity with the required readings; and 6) regular attendance.  Note that these are minimum requirements.

Grades are calculated as follows:  15% of the grade is based on quizzes, problems, and ungraded writing assignments; 45% on exams (15% for each of three); 30% on the final paper; and 10% on class preparation and informed discussion.  Regular attendance is considered essential, and unsatisfactory attendance marks are deducted from the final average.

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing. 

E 360K and LIN 360K may not both be counted.

Course Description: English Grammar examines the syntax or structure of present-day English. Its major aim is to encourage students to think about the English language and English grammar in a new way.

The term “grammar” describes both the linguistic knowledge that speakers of English share (an internalized or mental “grammar”) and any representation of linguistic conventions (a “grammar” or model of English). Thus one course aim is to make explicit the syntactic conventions speakers of English know unconsciously (Why do you interpret “Igor ran up a hill” differently than “Igor ran up a bill”?). A second course goal is to study ways of modeling language structure (How should we describe the linguistic conventions you just applied?). We will use traditional terminology as we investigate English syntax for some of the course, but we will also draw on the methods of generative grammar, especially as we consider alternative explanations for language structure and for linguistic knowledge. A final course aim is to consider English syntax in context.  So we will also briefly discuss syntactic variation in American English (regional and class differences in speech), attitudes toward language variation, and controversies involving English usage.

Texts: Martha Kolln and Robert Funk, Understanding English Grammar, Allyn and Bacon, 8th ed., 2009. Course packet (available at Speedway Copy in Dobie Mall or on-line through electronic reserves).

Grading: In order to pass this course, you must: 1) work consistently (if not always accurately) on weekly exercises; 2) earn a passing average score on quizzes; 3) complete all exams with a passing average score (no exam may be missed); 4) demonstrate familiarity with required readings; and 5) attend class regularly. Note that these are minimum requirements.  Course grades are calculated in two ways; the instructor counts the highest calculation as the student's final course average. Calculation #1: 25% of the grade based on quizzes, 25% on each of three exams. Calculation #2: 33% of the grade based on each exam. The purpose of the double-calculation system is to ensure that students can use quizzes as genuine learning opportunities. That is, you can use quizzes to improve your grade, but if you've been temporarily confused about something on a quiz you won't be penalized for that in your final average. Class final course averages are then curved and assigned letter grades. Discussion and attendance are considered essential; thus, this letter grade may then be adjusted up or down (often one-half grade), depending on the student's attendance, class participation, and performance on collected but ungraded assignments. Final grades include "plus" or "minus" grades. A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction. Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing. 

Only one of the following may be counted: E 364T, 376L (Topic: The English Language and Its Social Context), 376L (Topic: The English Language in Its Social Context).

Course Description:  The English Language and Its Social Context is a course designed for English majors, future teachers of English and rhetoric, and other language-oriented students who want to know more about the English language, especially about its social meanings and political uses.  The course aims to acquaint students with the language theory, history, and research most relevant to teachers of literature and rhetoric.  Specifically, we will study:  basic principles of language structure and change; social dimensions of language variety; linguistic diversity in the U.S.; English and commercial culture; language attitudes; pedagogical issues involving language acquisition and linguistic difference; linguistic diversity and the teaching of English language and literature; and problems of language and public policy.  The course aims not solely to convey information, though of course this will be important, but to encourage students to think in new ways about the language(s) they speak.

Texts:  Adger, Carolyn Temple, Walt Wolfram, and Donna Christian, Dialects in Schools and Communities, Lawrence Erlbaum, 2^nd ed., 2007; Delpit, Lisa, and Joanne Kilgour Dowdy, The Skin That We Speak: Thoughts on Language and Culture in the Classroom, New Press, 2002; Lippi-Green, Rosina, English with an Accent: Language, Ideology, and Discrimination in the United States, Routledge, 1997; Tse, Lucy, Why Don't They Learn English?: Separating Fact From Fallacy in the U. S. Language Debate, Teacher's College Press, 2001; a course packet (available at Speedway Copy in Dobie Mall).

Grading:  Minimum requirements are: 1) satisfactory work on (possible) quizzes and on linguistics problems; 2) satisfactory work on four minor written assignments (2-3 pages each); 3) a passing average score on exams (three; no exam may be missed); 4) a satisfactory final paper (approximately 6-8 pages, in two drafts); 5) discussion informed by familiarity with the required readings; and 6) regular attendance.  Note that these are minimum requirements. Grades are calculated as follows:  15% of the grade is based on quizzes, problems, and ungraded writing assignments; 45% on exams (15% for each of three); 30% on the final paper; and 10% on class preparation and informed discussion.  Regular attendance is considered essential, and unsatisfactory attendance marks are deducted from the final average.

Prerequisites: Nine semester hours of coursework in English or rhetoric and writing. 

E360K: English Grammar

Instructor: Professor Henkel

Spring, 2010 / Unique #34890

Course Description

English Grammar examines the syntax or structure of present-day English. Its major aim is to encourage students to think about the English language and English grammar in a new way. The term "grammar" describes both the linguistic knowledge that speakers of English share (an internalized or mental "grammar") and any representation of linguistic conventions (a "grammar" or model of English). Thus one course aim is to make explicit the syntactic conventions speakers of English know unconsciously (Why do you interpret "Igor ran up a hill" differently than "Igor ran up a bill"?). A second course goal is to study ways of modeling language structure (How should we describe the linguistic conventions you just applied?). We will use traditional terminology as we investigate English syntax for some of the course, but we will also draw on the methods of generative grammar, especially as we consider alternative explanations for language structure and for linguistic knowledge. A final course aim is to consider English syntax in context. So we will also briefly discuss syntactic variation in American English (regional and class differences in speech), attitudes toward language variation (why speakers correct each other), and controversies involving English usage.

Course Requirements

In order to pass this course, you must:

1. work consistently (if not always accurately) on weekly exercises;
2. earn a passing average score on quizzes;
3. complete all exams with a passing average score (no exam may be missed);
4. demonstrate familiarity with required readings;
5. attend class regularly.

Note that these are minimum requirements.

Grading Policy

Course grades are calculated in two ways; the instructor counts the highest calculation as the student's final course average.

Calculation #1:

• 25% of the grade based on quizzes
• 25% on each of three exams

Calculation #2:

• 33% of the grade based on each exam

The purpose of the double-calculation system is to ensure that students can use quizzes as genuine learning opportunities. That is, you can use quizzes to improve your grade, but if you've been temporarily confused about something on a quiz you won't be penalized for that in your final average.

Class final course averages are then curved and assigned letter grades. Discussion and attendance are considered essential; thus, this letter grade may then be adjusted up or down (often one-half grade), depending on the student's attendance, class participation, and performance on collected but ungraded assignments. Final grades include "plus" or "minus" grades.

A grade of C will indicate work that meets all the basic course requirements; A's and B's are honors grades, designating work of some distinction. Grades are based only on work assigned to everyone in the class; no extra credit work can be accepted.

Texts

Required:

• Martha Kolln and Robert Funk, Understanding English Grammar, Allyn and Bacon, 7th ed., 2001.
• Course packet (available at Speedway Copy in Dobie Mall or on-line through electronic reserves).

Recommended:

• David Crystal, The Fight for English: How Language Pundits Ate, Shot, and Left, Oxford UP, 2006.

For more information, please download the full syllabus.