Craig,

In addition to Martha's book, I'd think some material connecting
language and genre would be useful -- for example, John Swales's book on
research writing for graduate students. He ties specific linguistic
choices (verb tense, nominalized forms vs. full clauses, etc.) to
different stages in the research-article genre. 

Bill Spruiell
Dept. of English
Central Michigan University

-----Original Message-----
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Craig Hancock
Sent: Friday, October 17, 2008 10:09 AM
To: [log in to unmask]
Subject: language and writing

Fellow ATEGers,
   I have gotten the go ahead from our linguistics department to develop

and teach a course in language and writing. I have been teaching writing

courses with a strong language component, but this one will be a 
language course with a strong writing component, fulfilling an upper 
level "writing intensive" requirement for students while serving as an 
elective in linguistics. Students will not only write, but explore those

insights about language that seem most writing friendly, the "knowledge 
about language" that might be useful in writing, reading, editing, 
teaching. What can we learn from corpus grammars?  Is meta-functional 
analysis (from systemic functional grammar) helpful? Is it useful to 
draw from cognitive linguistics in looking at form as a construal of 
meaning?  What are the strengths and weaknesses of traditional grammar?

From the writing end, what knowledge about language will help us 
negotiate standard English, the routine conventions of writing 
(including punctuation), rhetorically effective choice, and the demands 
of academic texts.
   My first question would be whether anyone is doing anything similar 
and would be willing to share a syllabus and/or practical advice. The 
other question would be how to deal with the problem of text for a 
course that will, by design, be sampling from a number of approaches. 
Any advice would be welcome.

Craig

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