Andrew,
If I had to pick a single book, Martha's would certainly be in the
mix. She makes some wonderful choices. It's hard to imagine teaching the
course without drawing on "known-new," "meta-discourse", and so on. I'm
sort of committed to looking at different approaches within linguistics
as they might inform us in these practical ways. In the best of all
possible worlds, I could order a half dozen texts, including a fairly
representative handbook, and Martha's would definitely be one. I'm
probably looking for a book that doesn't exist.
I'm interested in how you use Martha's book for teacher prep. Would
you be willing to send on the syllabus? (It would have to be off list.)
Does her book create the structure for the class? Preparing teachers in
a single semester is tough. I have that responsibility in my other
grammar class, and I'm interested in your solutions.
Craig
Andrew Smyth wrote:
> Craig,
>
> For a text, you might consider Martha Kolln's Rhetorical Grammar:
> Grammatical Choices, Rhetorical Effects, 5th edn. It's targeted at a
> composition audience, rather than linguistics, but I'm using it currently,
> along with other texts, for a teacher preparation course in grammar, and it
> has been very helpful. With the right supplements, Rhetorical Grammar might
> fit the bill for your new course.
>
> Best,
>
> Andrew
>
>
>
>
>
>
> Andrew Smyth
> Assistant Professor of English
> Southern Connecticut State University
> 501 Crescent Street
> New Haven, CT 06515
> (203) 392-5113
> [log in to unmask]
>
> -----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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