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
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-----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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