Speakers and writers organise the elements of the English language to convey messages which can be instantly decoded by listeners or by readers. We investigate the elements of grammar (syntax and morphology), as well as exploring connections between grammar and meaning (semantics). We begin with the grammar of Standard Modern English, learning terms and analytical techniques which linguists use to study and describe grammar. The structural characteristics of English are compared with those of other languages. We then examine variation in English, including regional dialects, social and stylistic variation.  Special attention is paid to 'new Englishes'  which are varieties of English that exist alongside other languages in bi- or multilingual contexts such as in Singapore or India.

Note: While the course is not aimed at improving the English of non-native speakers, students with English as a second language should find that this course will improve their understanding of the workings of the language at a deep level and have practical effects in helping them to eliminate systematic errors in their English.  These students as well as native speakers of English will learn metalanguage which will be of assistance to them in understanding and acting on constructive criticisms made by teachers on the language of their essays and other writing.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

Upon successful completion of this course, students will have the knowledge and skills to:

1. Analyse a wide range of English syntactic and morphological structures, applying the grammatical terminology and analytical techniques they have learned in the course.
2. Systematically analyse differences between different varieties of English.
3. Use the Oxford English Dictionary (OED) Online and demonstrate  understanding of the information provided in the entries and also the ability to use the advanced search functions of this dictionary.
4. Demonstrate their understanding of different approaches to one area of English grammar through a written report which summarises key similarities and differences in assigned readings on this area.
5. Undertake guided research on a topic in some area relating to issues discussed in the course.
6. Demonstrate their understanding of different approaches to one area of English grammar through a written report which summarises key similarities and differences in assigned readings on this area.

Required Resources

There is no prescribed textbook for this course. We will use some activities from Introducing English Grammar (second edition), by Kersti Börjars and Kate Burridge, London and New York: Hodder Education 2010 (available in print or as an e-book). This textbook is also available as an eBook through the ANU library.

Students are expected to access class materials through Wattle. Students may have to use the Oxford English Dictionary Online, which is available through ANU. This can be accessed through any computer available for students’ use on campus or by remote login to the ANU library.

Recommended Resources

Some potentially useful resources

• Aarts, Bas & April Macmahon (eds.) (2006). The handbook of English linguistics. Oxford: Blackwell.
• Aarts, Bas. 2011. Oxford Modern English Grammar. Oxford: Oxford University Press.
• Baron, Naomi. S. (2008). Always on: language in an online and mobile world. New York: Oxford University Press.
• Biber, Douglas, Stig Johansson, Geoffrey Leech, Susan Conrad & Edward Finegan. (1999). Longman grammar of spoken and written English. London: Longman.
• Burridge, Kate. & Berndt Kortmann (2008). Varieties of English 3: the Pacific and Australasia. Berlin and New York: Mouton de Gruyter.
• Celce-Murcia, M., D. Larsen-Freeman & H. A. Williams. (1999) The grammar book: An ESL/EFL teacher’s course. Boston: Heinle & Heinle.
• Cheshire, Jenny (1991). English around the world: Sociolinguistic perspectives. Cambridge: Cambridge University Press.
• Crystal, David (2003) English as a global language. Cambridge: Cambridge University Press.
• Crystal, David (2003) The Cambridge encyclopedia of the English language. Cambridge: Cambridge University Press.
• Freeborn, Dennis. (1995). A course book in English grammar. London: Macmillan.
• Huddleston, Rodney. D., Geoffrey. K. Pullum & Laurie. Bauer. (2002). The Cambridge grammar of the English language. Cambridge, U.K. & New York: Cambridge University Press.
• Huddleston, Rodney. (1988). English grammar: An outline. Cambridge: Cambridge University Press.
• McArthur, Tom (2002). The Oxford guide to World English. Oxford: Oxford University Press.
• Peters, Pam. (2007). The Cambridge Guide to Australian English Usage. Cambridge: Cambridge University Press.
• Quirk, Raymond, Sidney Greenbaum, Geoffrey Leech & Jan Svartvik. (1985). A comprehensive grammar of the English language. London and New York: Longman.
• Trudgill, Peter & Jean Hannah. (2013). International English: A guide to the varieties of Standard English: Abingdon/New York: Routledge (Taylor & Francis).

In addition, make use of the on-line Oxford English Dictionary, available through the ANU library.

Useful Websites: Australian English.

Staff Feedback

Students will be given feedback in the following forms in this course:

• Written feedback on individual assignments and research papers
• General feedback in class
• Peer feedback in class

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Other Information

Referencing requirements:

Any acceptable formatting style is fine, e.g., Harvard, etc. Make sure that your formatting is consistent! 

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Please refer to Wattle for detail

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Take-home assignment 1	30 %	01/01/2029	02/01/2029	1, 2, 3, 4
Take-home assignment 2	30 %	01/01/2029	02/01/2029	1, 2, 3, 4
Research paper	40 %	01/01/2029	02/01/2029	5, 6

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Assessment Task 1

Take-home assignment 1

The take-home assignments are intended to be ways of assessing your understanding and involvement with the content we will have done by then. You will be given several days to complete them and submit them on Wattle. A substantial part of each assignment will consist of questions requiring you to apply grammatical terminology and will be assessed on accuracy and completeness. As you will have several days to complete these tasks, this fact will be taken into consideration when assessing them.  

Assessment Task 2

Take-home assignment 2

The take-home assignments are intended to be ways of assessing your understanding and involvement with the content we will have done by then. You will be given several days to complete them and submit them on Wattle. A substantial part of each assignment will consist of questions requiring you to apply grammatical terminology and will be assessed on accuracy and completeness. As you will have several days to complete these tasks, this fact will be taken into consideration when assessing them.  

Assessment Task 3

Research paper

The research paper is intended to deepen your understanding of some area of English grammar and to demonstrate your understanding and ability to critically read and report on the most important literature in your chosen area. Further instructions will be given, including in the rubric. 

Word limit: 3000 words, including all examples, references, etc. Students will write a paper comparing one aspect of English grammar to the same aspect in another language or between different varieties of English (in space or time). For instance, subordinate clauses in English compared to Japanese, negation in Shakespearean English vs present-day Australian English. The word limit is larger in order to make it easier for you to control it (rather than having to remove the reference list and your examples to calculate it); since it includes examples and references, you will actually be writing fewer words.

Students will be expected to work on their papers from day 1.

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) as submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

Student work is returned in class.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

No resubmission. 

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students