ENGL 211 (Advanced Grammar and Writing)
2 credits
Course Description This course consists of two interconnected components – an academic writing component conducted through a series of weekly workshops, and an advanced grammar component. The grammar component begins with a review of the English tense system and includes structures not covered at the intermediate level: the future progressive, future perfect and future perfect progressive. The remainder of the grammar component focuses on multi-clause sentence structures essential for academic writing. Students review the use of coordinating conjunctions in compound sentences, and gain extensive practice in analyzing and constructing complex sentences containing noun clauses, adjective clauses and a wide range of adverbial clauses. Conditional clauses may also be included. The writing workshops provide students with a developmental, step-by-step approach to academic multi-paragraph report/essay writing at an advanced level. Prerequisites Successful completion of ENGL 112 (with a grade of 60% or higher)
Goals and Performance Objectives
Goal 1.0
To provide students with a systematic review of grammatical structures essential for oral and written communication tasks at an advanced level
1.1
Students should be able to demonstrate mastery of the English tense system in the active voice (i.e. be able to comprehend and use all of the verb tenses and modal constructions outlined in Betty Azar’s Understanding and Using English Grammar, 4th Edition).
1.2
Students should be able to comprehend and produce sentences in the passive voice, and understand the importance of such structures in academic and scientific writing. (Although the passive forms were covered in ENGL 112, the students should be able to use them appropriately in the academic writing tasks of ENGL 211.)
1.3
Students should be able to recognize the basic clausal patterns of English sentences and be able to expand a basic sentence skeleton by adding optional modifying adjectives and adverbial phrases.
1.4
Students should be able to comprehend and construct sentences of two or more clauses.
1.4.1 Students should be able to demonstrate mastery of the use of coordinating conjunctions in forming compound sentences.
1.4.2 Students should be able to demonstrate mastery of the use of subordinating conjunctions, and should be able to comprehend, analyze
and produce complex sentences containing the following dependent clause structures: 1.4.2.1 Noun Clauses (and the use of the Subjunctive) 1.4.2.2 Adjective Clauses 1.4.2.3 Adverb Clauses
1.5
Goal 2.0
Students should be familiar with the basic conventions of standard written English and be able to apply the appropriate rules of grammar, mechanics and punctuation to their own academic writing.
To provide students with a developmental approach to paragraph writing as well as multi-paragraph essay/scientific report writing at the advanced level
2.1 Students should be familiar with the three stages of the writing process: prewriting, drafting and editing. They should be able to:
2.1.1 Demonstrate the use of the following techniques for generating ideas at the prewriting stage: brainstorming, making lists, using WHquestions, and clustering. 2.1.2 Understand the difference between revising and editing a text.
2.2 Students should be able to write a carefully constructed paragraph
(10-15
sentences) in which they:
2.2.1 Formulate a topic sentence with a restricted topic and controlling idea.
2.2.2 Develop the paragraph with main points and support details. 2.2.3 Revise the paragraph to improve the unity and coherence. 2.3 Students should be able to analyze (and apply to their own writing) the methods of development that writers use in academic discourse in the following modes:
2.3.1 2.3.2 2.3.3 2.3.4 2.3.5
General five paragraph essay Process Cause/Effect Research paper Comparison and Contrast (in-class)
2.4 Students will be introduced to the structure of a standard multi-paragraph essay containing an introduction with a strong thesis statement, a body of developmental paragraphs, and a conclusion. They should be able to write a formal essay (minimum 5 paragraphs) in which they:
2.4.1 Construct a standard outline illustrating the way in which the central idea (thesis) is developed. 2.4.2 Write a well-constructed introductory paragraph using the “funnel approach�, where the paragraph opens with a general statement about
the topic and then works towards a more specific thesis statement at or near the end of the introduction. 2.4.3 Write a body of developmental paragraphs, each of which contains an appropriate topic sentence and adequate support. 2.4.4 Write a conclusion which brings the paper to a logical end.
Goal 3.0
To provide students with an introduction to the research process and all of its integral components so that they will be adequately prepared to perform collegelevel academic research and writing tasks
3.1
Students will complete a final research project which builds on their work throughout the semester. Since they will be required to search for and locate information relevant to this research project, they should be able to:
3.1.1 Use library and online resources effectively. 3.1.2 Locate academically acceptable resources, and critically evaluate their 3.1.3 3.1.4 3.1.5 3.2
Students will be required to support their own ideas with outside sources in a satisfactory manner, using proper citation. They should be able to:
3.2.1 3.2.2 3.3
validity. Analyze and synthesize information, and draw conclusions from data. Interpret and evaluate material to support their own observations and opinions. Distinguish facts from opinions.
Integrate their own ideas with those of others by using appropriate citation skills in Vancouver Style. Use syntactical and mechanical conventions of academic English writing.
Students will be required to apply their knowledge of the rhetorical modes of expository writing covered in the course (i.e. process analysis, cause and effect analysis, and comparison/contrast) to write a research/scientific paper of approximately 1000 words. In this paper they should be able to:
3.3.1 Select the rhetorical mode most appropriate for the writing task 3.3.2
and demonstrate mastery of the conventions associated with that mode. Include a bibliography of the cited works (3-5 references). 3.3.3 Demonstrate mastery of the handling of content by integrating other writing skills such as summarizing, paraphrasing and integration of quotations into the paper. Goal 4.0
Students will be able to evaluate their own writing and research process by compiling a term portfolio consisting of all of the student’s writing and research from the semester.
Course Content
Grammar Component
Core Textbook: Understanding and Using English Grammar, Fourth Edition (UUEG), Betty Schrampfer Azar
Supplementary Material: Understanding and Using English Grammar, Fourth Edition Workbook, Betty Schrampfer Azar Handouts: Supplementary Grammar Notes and Exercises (prepared by the instructors)
The English Tense System (Active Voice) (UUEG)
Chapter 4 (Future Time)
Complex Sentence Structure The Noun Clause (UUEG) Chapter 12 (Noun Clauses) (UUEG) Appendix Unit F/Supplementary Notes (The Subjunctive in Noun Clauses) Midterm Exam #1 The Adjective Clause (UUEG)
Chapter 13 (Adjective Clauses)
Midterm Exam #2 The Adverbial Clause (UUEG) Chapter 17 (Adverb Clauses) (UUEG) Chapter 18 (Reduction of Adverb Clauses to Modifying Adverbial Phrases) Final Exam
Writing Component
Core Textbook: Refining Composition Skills: Rhetoric and Grammar, Sixth Edition (RCS), Regina L. Smalley
Supplementary Material: Handouts: Introduction to Scientific/Research Writing Referencing based on Vancouver Style
Introduction to Academic Writing (RCS) Chapter 6 (Introduction to the Essay) Handout: Introduction to Scientific/Research Writing Handout: Referencing
Process Analysis (RCS) Chapter 10 (The Process Analysis Essay) Cause and Effect Analysis (RCS) Chapter 11 (The Cause-and -Effect Essay) Comparison and Contrast Analysis (RCS) Chapter 8 (The Comparison and Contrast Essay)
Course Assessment
Continuous Assessment (60%) Midterm Exam #1 (Grammar) (Mon, Nov 10) (Azar: Chapters 4 & 12, Subjunctive) Grammar
Midterm Exam #2 (Grammar) (Mon, Dec 8) (Azar: Chapters 12 & 13, Subjunctive )
10%
10%
(HQAP) 4 – 6 Quizzes/Homework Assignments [8%] Attendance and Participation [2%] Writing
4 Composition Assignments [20%] 1 Final Research Paper [10%]
10%
30%
_______________________________________________________ 60% Final Assessment (40%)
Grammar
Comprehensive Final Exam (Grammar) (Chapters 4, 12, 13, 17, 18, Subjunctive: App F)
Writing
30%
Final Writing Exam (Essay: All Modes Covered) 5% Term Portfolio [3%], Attendance & Participation [2%] 5% ________________________________________________________ 40% TOTAL
100%
Assessment Tools Grammar Component Homework assignments, quizzes, two midterm exams and a comprehensive final exam will be used in the grammar component of the course to assess student progress in the selected chapters of the core textbook, Understanding and Using English Grammar, 4 th Edition, by Betty Schrampfer Azar. Discrete grammatical points and overall competency in the principles of English sentence structure will be tested using the following diagnostic tools: Fill in the Blank Questions (simple completion questions consisting of sentences from which grammatical items have been removed) Cloze Exercises (short texts or dialogues from which grammatical items or content information has been removed) Sentence Construction Tasks (scrambled words or phrases are to be rearranged into grammatically correct sentences; separate clauses are to be combined into compound or complex sentences) Multiple Choice Questions (completion questions consisting of sentences from which grammatical items have been removed) Error Analysis Questions (individual sentences containing errors in grammatical structures, syntax and spelling; these errors are to be identified and corrected)
Writing Component The writing component of this course is presented as a series of workshops (consisting of two classroom hours plus one consultation hour per week). The purpose of these workshops is to give students extensive hands-on practice in planning, drafting, revising and editing short, focused academic writing tasks at the essay level, and to help them build a portfolio documenting these tasks. The writing instructors will be actively involved in the editing of student drafts in the early stages of the course. Peer editing will also be introduced and encouraged throughout the program in order to help students gain confidence in editing their own writing. Peer-Editing Worksheets are provided in Appendix F of the student textbooks, Introduction to Academic Writing Level 3, Third Edition (or Writing Academic English Level 4, Fourth Edition) by Alice Oshima and Ann Hogue. However, throughout the course, the instructor will play a crucial role in providing feedback and guidance to the students to ensure that they master the steps involved in process writing. Appropriate rubrics are developed to assess the students’ performance on each of the writing assignments during the semester.
In their multi-paragraph essay assignments and scientific research paper, students will be required to demonstrate formal referencing skills, and will be evaluated on these techniques. A Final In-Class Writing Assignment will be given during the Review Week (i.e. Week 16), and used together with the Term Portfolio as part of the final assessment for the Writing Component of ENGL 211.
ENGL 211 Syllabus (Advanced Grammar Component)
Core Textbooks: Understanding and Using English Grammar 4th Ed (Student Book and Workbook) (Betty Azar) WEEK 1 Aug 31 – Sept 4, 2014
Introduction: Goals and Objectives, Course Outline
Chapter 4 (Future Time) Sections 4-1 to 4-4 (pp 60 – 71)
WEEK 2 Sept 7 – 11
WEEK 3 Sept 14 – 18
WEEK 4 Sept 21 – 25*
Sept 28 – Oct 9
Chapter 4 (Future Time) Sections 4-5, 4-6 (pp 71 – 75)
Chapter 12 (Noun Clauses) Introduction to Noun Clauses
Chapter 12 (Noun Clauses) Sections 12-1, 12-2 (pp 242 – 248) *Saudi National Day Holiday (Tues, Sept 23)
EID AL-ADHA BREAK (September 28 – October 9, 2014)
WEEK 5 Oct 12 – 16
WEEK 6 Oct 19 – 23
WEEK 7 Oct 26 – 30
WEEK 8 Nov 2 – 6
Chapter 12 (Noun Clauses) Sections 12-3 and 12-4 (pp 249 – 252)
Chapter 12 (Noun Clauses) Section 12-5 (pp 253 – 257) Section 12-7 (pp 261 – 262) (Continued in Week 7)
Chapter 12 (Noun Clauses) Section 12-7 (Continued from Week 6) (pp 262-267) Section 12-8 (pp 268-269) The Subjunctive in Noun Clauses (Appendix F) (p 450) (Supplementary Notes)
Chapter 13 (Adjective Clauses) Introduction to Adjective Clauses Sections 13-1 to 13-3 (pp 270 – 276) (Review from ENGL 112)
Midterm Exam #1 (Monday, November 10) (Chapters 4 & 12, Subjunctive) WEEK 9 Nov 9 – 13
WEEK 10 Nov 16 – 20
WEEK 11 Nov 23 – 27 WEEK 12 Nov 30 – Dec 4
Chapter 13 (Adjective Clauses) Sections 13-4 to 13-6 (pp 277 – 282)
Chapter 13 (Adjective Clauses) Sections13-7 and 13-8 (pp 283 – 290)
Chapter 13 (Adjective Clauses) Sections13-9 and 13-10 (pp 290 – 293)
Chapter 13 (Adjective Clauses)
Section 13-11 (pp 294 – 300) Chapter 17 (Adverb Clauses) Introduction to Adverb Clauses Section 17-1 (pp 365 – 367)
WEEK 13 Dec 7 – 11
WEEK 14 Dec 14 – 18
WEEK 15 Dec 14 – 18
Midterm Exam #2 (Monday, December 8) (Chapters 12 & 13, Subjunctive) Chapter 17 (Adverb Clauses) Sections 17-2 to 17-6 (pp 368 – 377)
Chapter 17 (Adverb Clauses) Sections 17-7 to 17-11 (pp 378 – 386)
Chapter 18 (Reduction of Adverb Clauses to Modifying Adverbial Phrases) Sections 18-1 to 18-5 (pp 387-396)
WEEK 16 Dec 28 – Jan 1, 2015
Review Week
WEEKS 17, 18 Jan 4 – 15, 2015
FINAL EXAM PERIOD
ENGL 211 Syllabus (Writing Component)
Core Textbook: Refining Composition Skills: Rhetoric and Grammar, 6th Ed (Smalley, Ruetten and Kozyrev) **All essays written during the semester will be on the same topic WEEK 1 Aug 31 – Sept 4, 2014
Introduction to the Writing Workshops: Goals and Objectives Review of the Rules of Plagiarism, and introduction to Citation Chapter 6 (Introduction to the Essay)
WEEK 2 Sept 7 – 11
Chapter 6 (Introduction to the Essay) Handout: Introduction to Scientific/Research Writing
Chapter 6 (Introduction to the Essay) WEEK 3 Sept 14 – 18
Handout: Referencing in Vancouver Style
Chapter 10 (The Process Analysis Essay) WEEK 4 Sept 21 – 25*
Writing Assignment # 1 (Due) (Definition Essay) *Saudi National Day Holiday (Tues, Sept 23)
Sept 28 – Oct 9
WEEK 5
EID AL-ADHA BREAK (September 28 – October 9)
Oct 12 – 16
Chapter 10 (The Process Analysis Essay)
Chapter 10 (The Process Analysis Essay) WEEK 6 Oct 19 – 23
Writing Assignment # 2 (Due) (Process Analysis Essay)
WEEK 7 Oct 26 – 30
Chapter 11 (The Cause-and-Effect Essay)
WEEK 8 Nov 2 – 6
Chapter 11 (The Cause-and-Effect Essay)
Chapter 11 (The Cause-and-Effect Essay) WEEK 9 Nov 9 – 13
WEEK 10 Nov 16 – 20
Writing Assignment # 3 (Due) (Cause and Effect Essay)
Writing Abstracts, Paraphrasing & Summarizing
WEEK 11 Nov 23 – 27
Chapter 8 (The Comparison and Contrast Essay)
WEEK 12 Nov 30 – Dec 4
Chapter 8 (The Comparison and Contrast Essay)
Chapter 8 (The Comparison and Contrast Essay) WEEK 13 Dec 7 – 11
WEEK 14 Dec 14 – 18
Writing Assignment # 4 (Due) (Comparison and Contrast Essay)
Chapter 8 (The Comparison and Contrast Essay) Integration of previous essays Writing Assignment # 5 (Due)
(Research Paper: Merge and Synthesis of the Written Definition, Process, Cause/ Effect, and Compare / Contrast Essays)
WEEK 15 Dec 21 – 25
Review of the Essays, Paraphrasing & Summarizing
WEEK 16 Dec 28 – Jan 1, 2015
Final Writing Exam
WEEKS 17, 18 Jan 4 – 15, 2015
FINAL EXAM PERIOD