I. Grammar. In this course, it is crucial to be able to explain what grammar is.

At the start
of the course, we examined common grammar beliefs; however, as language specialists,
English teachers should be able to go beyond those common beliefs. Thus, there are at
least four approaches to the study of language, that is, ways of describing language:
prescriptive, descriptive, innatist, and functional. (9 pts)

1. The structuralist view of grammar deals with studying the form and meaning of
sentences, phrases, words and their grammatical functions, types, and
meaning. The unit of analysis is the sentences in isolation or combination with
other sentences.

2. The innatist view of grammar refers to looking at the person’s competence or

knowledge of the language based on the existence of a human language faculty
that enables human beings to infer the rules of the language that they are
exposed to since childhood. The unit of analysis is the utterances a person is
able to understand and formulate.

3. The functional view of grammar focuses on studying language in interaction by

looking at its context, nature of language, and as a system of choices
participants make in communicative situations. The unit of analysis is the text
be it a word, group of words, or sentences with a communicative purpose.

4.Match the approach with a view of grammar (6 pts)

Approach View of grammar

1 Prescriptive 2 is communicative

2 Functional 2 is sociocultural

3 Descriptive 4 looks at a person’s competence or knowledge

4 Innatist 3 explains how language works

4 develops noticing skills

2 deals with meaning in context

1 states how to speak correctly

3 analyses the structure of sentences

3 looks at the actual use of language

2 language is a meaning-making resource

2 appeals to experience as the condition of knowledge

2 looks at language as a system of choices

5. Systemic Functional Grammar. Use the following concepts to define systemic functional
grammar (6 pts)

relationship, three-way, cognition, social interaction, nature of language, understanding of

language structure, communicative, choices, meanings, structures, context, use.

Functional grammar looks at the study of language as a three way relationship of

social interaction, the nature of language and cognition which involves the use
of language in context, understanding language structure and a system of
choices to make meaning in communicative situations.

II. Descriptive analysis

 1. Grammatical functions. Identify the subject (S), object (Direct/Indirect) (DO, IO),
complement (CS or CO) or adverbial (ADV) in the following sentences: (10 pts)

a) Mary(S) is in London(ADV) b) Mary(S) is a nurse(CS)

c) John(S) searched the room(DO) carefully(ADV)

d) Mary(S) gave John(IO) an apple(DO)

e) Most European colonies(S) achieved independence(DO)

f) I(S) prefer coffee(DO) black(CO) g) Their actions(S) appear useless(CS)

2. Circle the coordinating conjunction in the following sentences, and underline the
elements that each connector connects. (5 pts)
a) The house on the hill or the one around the corner is bright blue.

b) The lines he drew were uneven and confusing.

c) I was late for work yesterday but not today.

d) Neither the woman nor the girls finished their cleaning.

f) Being frank and transparent implies asking for trouble.

Text 1 Once upon a time a Text 2 Scientific papers Text 3 What do you
girl named Cinderella lived typically have two consider when you’re
with her stepmother and audiences: first, the planning a lesson? Would
two stepsisters. It was referees, who help the you ever not plan your
Cinderella who had to journal editor decide warmer or your lead-in?
wake up each morning whether a paper is suitable Would you ever go into a
when it was still dark and for publication; and lesson without planning
cold to start the fire. second, the journal readers your input stage? In this
Cinderella who cooked the themselves, who may be talk we urge teachers to
meals. Cinderella who kept more or less plan in the forgotten
the fire going. The poor girl knowledgeable about the stages, the ones that give
could not stay clean, from topic addressed in the students the time and
all the ashes and cinders paper. To be accepted by space to assess and discuss
by the fire. referees and cited by how much they’ve learnt,
readers, papers must and we offer a suggestion
convince their audience on how to balance a lesson
that the research presented so that there is an
is important, valid, and appropriate amount of
relevant to other scientists time given to these stages.
in the same field.
Categories Text 1 Text 2 Text 3

Purpose To tell a children’s To teach how to write To train teachers on

tale a scientific paper lesson planning

Situation A fairy tales book An academic writing A teacher training

book book or hand-out

Audience Children Researchers, A teacher trainer

university students

Author A writer (? An academic writer, a A teacher trainer

 researcher, lecturer

Type of text A story A blog, an essay A blog, an essay

Formality Formal Formal Formal

Interaction Written Written Written

III. Functional analysis. Consider the functional questions to analyse the following text.(21
pts)

II. Descriptive analysis (NEW!)

Grammatical functions. In each of the following sentences, underline the subject once and
the object twice.

a) The game lacrosse (S) is a popular game

b) Players (S) move the ball (O) with sticks with net pockets at one end.
c) They (S) score goals (O) in the other team’s goal
d) Only the goalies (S) may touch the ball. (O)
e) Lacrosse (S) was adapted from a Canadian Indian game.
f) The game (S) was originally a rough sport.
g) People (S) believe lacrosse players (O) are quite strong.
h) In the past, tennis players (S) usually wore white shorts or dresses (O)
i) Perhaps the color white (S) represented gentility to the upper-class players
j) Today the rules for tennis (S) wear have changed.
k) The development of the tennis shoe (S) improved tennis wear. (O)
l) Most European colonies (S) achieved independence (O)
m) I (S)prefer coffee (O) black
n) Their actions (S) appear useless

In each of the following sentences, underline the complement (CS or CO) once and
enclose the adverbials in square brackets.

a) The game lacrosse is a popular game (CS)

b) Players move the ball with sticks with net pockets at one end (ADV)
c) They score goals in the other team’s goal (ADV)
d) Only (ADV) the goalies may touch the ball.
e) Lacrosse was adapted from a Canadian Indian game (ADV).
f) The game was originally (ADV) a rough sport (CS)
g) People believe lacrosse players are quite strong (CO)
h) In the past (ADV), tennis players usually (ADV) wore white shorts or dresses
i) Perhaps (ADV) the color white represented gentility to the upper-class players
j) Today (ADV) the rules for tennis wear have changed.
k) The development of the tennis shoe improved tennis wear.
 l) Most European colonies achieved independence
m) I prefer coffee black (CO)
n) Their actions appear useless (CS)

2. Circle the coordinating conjunction in the following sentences, and underline the
elements that each connector connects. (5 pts)

tip: here is important where is the scope of the conjunction

a) The students and teachers at Valley High School recently buried a time
capsule.

b) The faculty organized and planned a time capsule contest for the students.

c) Participants picked an object and then explained the reasons for their
choice.

d) Newspapers and magazines were chosen most frequently.

e) The history teacher liked the choice but demanded the right of final
approval of the reading material.

f) Both podcasts and video games were chosen by quite a few of the students
as well.

g) A few of the students selected and defended different choices.

h) One student liked a particular cologne and wanted a bottle of it in the

capsule for a fragrant package.

i) The faculty read the suggestions and chose some unusual objects
themselves.

j) Running shoes and gym membership card were also included in the
capsule.

k) Fat-free potato chips were chosen but were eaten by some faculty members
prior to the burial of the capsule.

l) A pair of khaki pants and an advertisement for an internet service

provider were selected last.

Functional analysis of texts

Example:

1. What type of text is it? The chapter of a book

2. What is the purpose of it? Bibliography of a university course

3. What is the linguistic nature? The text is made of three paragraphs.

Each paragraph contains simple sentences (for ex. People continue to fight
wars); complex sentences (for ex. Before the 19th century, people were
able to move fairly freely because few countries had fixed borders or
frontier guards); and groups of words such as: ‘Naturally enough’,
‘Before the nineteenth century’, ‘In addition’, ‘in the past’, etc., words
related to migration, for example, refugees, permission, Passport,
immigration, etc.; and morphs reflecting plural forms, past tense -ed,
mostly.

4. About its register:

 a) Who are the participants? A writer or historian specialized in
migration, and a reader or addressee who can be a university
student interested in migration in a course, dealing with this
topic.

b) What is the content? Contrast about causes or reasons of

migration in the past and migration today.

c) What is the type of interaction? Written interaction

d) Is it a formal or informal type of writing? Formal writing

Text II

1. What type of text is it?

2. What is the purpose of it?

3. What is the linguistic nature?

 4. About the register:

a) Who are the participants?

b) What is the content of the text?

c) What type of interaction is it?

d) Is it a formal or informal type of writing?

Text III

1. What type of text is it? a recipe (recipes are formal texts).

2. What is the purpose of it?

3. What is the linguistic nature? commands and orders to follow the

recipe.

4. About the register:

a) Who are the participants?

c) What is the content of the text?

b) What type of interaction is it?

 c) Is it a formal or informal type of writing?

Text IV

In this analysis, take the headlines separately.

For example, ‘Don’t do something you’ll regret’

1. What type of text is it?

2. What is the purpose of it?

3. What is the linguistic nature?

4. About the register:

a) Who are the participants?

b) What is the content of the text?

c) What type of interaction is it?

d) Is it a formal or informal type of writing?