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We have only one text to buy for this class. It is now in the University Book Store.
| NOTE: I strongly urge you to BUY this book and KEEP
it, not to rent it or to sell it at the end of the class. Why? Because this knowledge is your "tools of the trade." As teachers, you will be referring to this book constantly for many years. You will probably buy other books on the history of English -- for example, a book specifically on the language of Shakespeare, which all teachers must teach throughout their careers. But this book (and the other materials of this class) will be your "foundation", your grounding. You will have occasion to refer to them many, many times in the future. An apprentice mechanic does not sell his or her tools. Neither does an apprentice or journeyman mason, or plumber. Neither does an apprentice, or journeyman, teacher. Keep your tools until they wear out! |
2a. Other Required Readings.
Some other required readings will be available on our FTP site.
If you see a required reading but do not know where it is, look on our FTP site.
2b. Recommended Readings and Activities The list of recommended readings and activities is here. Rationale: In any "content-based" course, just as in any "skills" course, there is a difference -- a "gap" -- between doing all the assigned work for the course, and really learning the material in it. Your course goal is to get an "A". But your educational goal is to learn the material covered in the course so that you can use it, and get even better at it, in the future. We are all familiar with this idea from learning to drive. The State "Driving Test" tests only basic, minimal proficiency in driving. Without this minimum a person isn't allowed to drive so they won't be a hazard threatening every driver and pedestrian they encounter! But passing the "Driving Test" does not mean you are really a skilled driver. Not at all! You acquire those skills by years of actual driving. long after the "Driving Test" is forgotten. The same is true with any "skill": auto and truck mechanics, plumbing, masonry; the practice of medicine; construction; engineering, etc. ALL skills are like this. Teaching too. You aren't an expert teacher after you have completed your student teaching. You have only just begun. So you have an educational goal that is different from your course goal. What's more: the harder you pursue your educational goal, the more likely it is that you will achieve your course goal. Don't be afraid to do "recommended reading" that isn't required. It will be helpful. When you have trouble understanding some question discussed in our readings, you should: * REREAD the text over and over again, trying to grasp it. All the issues discussed in our Required Reading textbooks are also discussed in many other books on HEL ( = History of the English Language). But every book discusses these points somewhat differently. Reading different treatments of the same issues will help you to understand it better. |
This is a "content" course. Here are some objectives:
The classes will be mainly discussions of the reading rather than lectures.
Participation by the whole class in discussions is a must if they are to be interesting and worthwhile. In addition, considerable class time will be spent listening to, and commenting upon and discussing, papers written by the students in the class.
A typical class might be divided this way:
This order can be varied.
To email me about an upcoming absense use the format on our Home page. If you do not, I will not read your email.
I will take attendance in class each day.
Excused and Unexcused Absences
Three unexcused absences will lower the final grade by one grade (e.g. "A" becomes "A-"); five unexcused absences lowers it by one letter (e.g. "A" becomes "B").
If you cannot attend class for whatever reason, I expect you to let me know by email; by phone; or in person before class. If this is impossible, leave a message the same day as the class. If you do this, your absence will be "excused."
If you fail, or forget, to do this, your absence will be "unexcused."
You can find the format for an email notice of "Absence" on our Home Page. Use it!
You should email me here. This is the best way to communicate with me. I do not check my voicemail every day.
If you are late for class -- after I have taken attendance - - I will count it as an "unexcused" absence unless you remember to tell me, at the end of that same class, that you came late.
If you forget to do this, your recorded absence will remain. I do this because lateness disrupts the class and group discussions.
The first two times you are late for a class, I will warn you. After that, I will count your lateness as an "unexcused" absence.
Please do not be consistently late.
Be sure to "send a copy to yourself" of ALL your homework assignments!
These assignments will be put on our web page after the end of the previous class.
They will typically be 300 - 400 words in length.
You'll be asked to do this by the previous evening before class so that you can have time the day of the class, but before the class, to access your account and read the assignments from the other members of your group.
This means every student will have both written on the passages to be discussed, AND read the responses from the other members of his/her group. This greatly enriches the discussions!
You will use email very extensively in this course. All writing assignments will be submitted by email.
This will permit you to send your assignments to everyone in your group, and for you to read their assignments. This, in turn, will make group discussions much better!
You will have two writing assignments per week, which you will send me and your group. These will be assigned in advance, and will center on passages which we will discuss at the following class session.
This means that everyone in class will have read the assigned reading in its entirety by the time we come to discuss it.
In addition, every student will have reread, and written on, the specific passages under discussion at each class session. This makes class discussions far more fruitful.
8. Feedback on Biweekly Assignments.
Normally I do not make comments on the biweekly assignments, since I get about 75 of them twice a week.
But I will be glad to give you feedback when you specifically request it.
If you want my comments or feedback of any kind on a biweekly assignment, please type
Comment Requested
at the end of the Subject Line of your HW assignment.
9. Examinations and Grading.All students will take a mid-term exam at the end of October.
A final exam will be due at the time and place in the Course Schedule Booklet for this semester.
The final grade for the course will be composed of:
It may be easiest for you to email me at my email address.
Remember to put your last name, the letters HL (capital letters) and the date the assignment is due -- NOT the date you are sending it to me, on the Subject line of every email to me.
I will return, without grading or counting them, all messages sent to me without a proper Subject Line. See the example on our Home Page.
Sometimes you just have a question or comment that can be handled without seeing me personally. If so, email me and I'll get back to you within 24 hours. I check my email at least once a day, usually twice.
But there will be times you want to see me in person.
Back to Home Page for History of the English Language, Fall 2014.
Go to Schedule of Readings for this course.
Go here to the Homework Page.
http://msuweb.montclair.edu/~furrg/helsyl14.html| Email me | last modified 1 Sept 14