CENTRO REGIONAL UNIVERSITARIO DE COCLÉ

ESCUELA DE INGLÉS
ANÁLISIS DE LA GRAMÁTICA INGLESA
ENGLISH GRAMMAR ANALYSIS I (ENG. 210 A)

Professor Raquel M. Guardia L. Class Schedule: Mon. 4:10 – 6:50 P.M.

raquelguardia@up.ac.pa Wed. 6:00 – 6:50
teacherguardia@gmail.com Subject Code: 19471
6765-3835 (no calls) Course Code: 2023

A- CLASS POLICIES

 You must show up for classes, on time and regularly; excessive absences will negatively affect your
grade.
 Come to class prepared to learn. This means that you should show up well fed, well rested, and
prepared with the proper materials (paper, pen, completed tasks, and so on).
 Ask questions and interact. Learning a language is not passive. You need to actively participate.
 Help your classmates and let them help you. It is easier to learn a language with other people.
 One letter will be deducted from any task handed in/ presented one class late; two letters for anything
that is two classes late. Late tasks will not be accepted after eight (8) days late. It is important you
know there is no way to replenish past class participation.
 You must follow the following format every time you send a document/task to your professor:
Eng210-name (start by your last, then, first)-task-#.
 There will not be make up Midterm Tests without a documented, compelling reason. Verbal excuses
or written by yourself will not be accepted.

B- INTRODUCTION

Grammar is important because it is the “language” that makes it possible for us to talk about language.
Grammar names the types of words and word groups that make up sentences not only in English but in
any language. As human beings, we can put sentences together even as children--we can all do grammar.
But to be able to talk about how sentences are built, about the types of words and word groups that make
up sentences--that is knowing about grammar. And knowing about grammar offers a window into the
human mind and into our amazingly complex mental capacity.

It is easy for students to gloss over sentences without really thinking about the various words they contain
and how those words function overall. In that sense, sentence diagramming has tremendous value for
students of English grammar. Putting all the words of a sentence on a diagram forces learner to identify
the logical connections between different parts of the sentence. Students who diagram must know how
different parts speech work together to produce meaning; they cannot just memorize a few rules and label
words without understanding their function. As students learn to diagram, they start to think about
sentences in a more visual way. This can help them when they encounter confusing sentences in the books
they read. Diagramming teaches students to ask questions such as "What modifies what?" and those
questions can be essential when decoding unfamiliar words and breaking apart long sentences in texts.

C- GENERAL OBJECTIVES

 Review basic grammar concepts to clarify doubts.

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  Understand sentence structures and the work that word do.
 Diagram some elements of sentences

D- GENERAL CONTENT

 Grammar key concepts

 Parts of Speech (review)
 The Parts of a Sentence
 The Phrase
 Sentence Diagrams

E- GRADING

* Students, as group, must decide the percentage to each aspect presented in the evaluation. You must choose
according to the percentage rank provided in parentheses.

☺ Class Participation …………………… (5 – 10%)

☺ Class Work (hw & ws) …………………… (20 – 25%)
☺ Midterm Tests (2) …………………… (30 – 35%)
☺ Final Exam …………………… (35 – 40%)

TOTAL 100%

Scale: 100 ------ 91= A 80 ------ 71= C 60 ------ 0= F

90 ------ 81= B 70 ------ 61= D

F- BIBLIOGRAPHY
Emery, Donald W. Sentence Analysis. First Edition. Holt, Rinehart and Winston, Inc. 1961. United
States.
Warriner, John E. English Grammar and Composition Third Course. First Edition. Harcourt Brace
Jovanovich, Inc. 1982. United States.
White B., Deborah. Worktext Diagraming Sentences. First Edition. Mark Twain Media, Inc., Publishers.
2004. United States.