Fall 2020 - LING 200 D100
Introduction to English Sentence Analysis (3)
Class Number: 2470
Delivery Method: In Person
A practical overview of English grammar based on linguistic principles, for those desiring basic knowledge of language structure, grammatical categories and grammatical analysis. This course is particularly suited for students interested in the teaching of English as a second language.
Why do you find these two sentences confusing: “The horse raced past the barn fell” and “Colorless green ideas sleep furiously”?
These are classic examples to illustrate how sentences are analyzed through different linguistic lenses. In this course, commonly used terminology and concepts employed in analyzing English grammar will be introduced. At the end of the course, you will develop the analytical skills needed for understanding how sentences are put together.
LING 200 is not prescriptive, but rather takes a descriptive approach: it deals with how we actually use English. If you are planning to teach English as a second language or simply interested in understanding how language works, this course is for you.
This course will be delivered remotely through a combination of synchronous (live or in real time) and asynchronous (recorded or self-paced) instruction. Students will spend about 1.5 hours on self-learning (asynchronous mode) before attending the live lecture (1.5 hours) and the total learning hours is approximately 3 hours. For asynchronous learning, students only need to have access to the internet while for live lectures, they only need a computer with good internet connection as well as a built-in camera that allows them to participate in online group discussions.
Blended: Instruction takes place through pre-recorded lectures and all materials available on Canvas, but there are also online meetings for which participation is mandatory.
This course will have a Reading Break during the week of October 12 (Thanksgiving week).There will be no synchronous (in real time) classes or tutorials, recordings, exams, or assignments due this week.
- Research Paper:
- • First draft 10%
- • Final version 20%
- Short assignments 30%
- Group project 40%
Note: This course may be applied towards the Certificate in Teaching English as a Second Language or the Certificate in the Linguistics of Speech Science, but not both.
Linguistics program students cannot count this course towards their breadth requirements unless in joint or double majors, extended minor, or double minors program.
Students should familiarize themselves with the Department's Standards on Class Management and Student Responsibilities at http://www.sfu.ca/linguistics/undergraduate/standards.html.
Please note that a grade of “FD” (Failed-Dishonesty) may be assigned as a penalty for academic dishonesty.
All student requests for accommodations for their religious practices must be made in writing by the end of the first week of classes or no later than one week after a student adds a course. Students requiring accommodations as a result of a disability must contact the Centre for Accessible Learning (email@example.com).
There is no required texts for this course. All readings will be provided on Canvas.
Payne, T. (2010). Understanding English Grammar: A Linguistic Introduction. Cambridge: Cambridge University Press. doi:10.1017/CBO9780511778988
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
TEACHING AT SFU IN FALL 2020
Teaching at SFU in fall 2020 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (firstname.lastname@example.org or 778-782-3112).