Form, Function, and Meaning

Evidence: What counts as evidence?
The evidence of your learning in the course of Form, Function, and Meaning can come from homework assignments, in-class writing (drafts and revisions), formal work, even note you have made for yourself that you have not submitted for a grade- in short, any written work you have done for the course.
What Should I Choose and Include?

1. 
   Essay- related evidence: Each of the three reflection essays should incorporate evidence (you will quote from your own work); in addition, the source of the evidence should be included in the portfolio. That means the pieces that provide the best support for your short essays will represent one important set of evidence for your portfolio.
   
2. 
   Course-goal evidence: you will also include work that shows that you have achieved the following course goals. This set of evidence may be included in your essay reflections (it overlaps in some places) or may constitute a separate section all its own. In any case, please label the pieces according to which category you believe they fit:
   

• 
  Critical thinking
  
• 
  A great sense of understanding of what it means to be a student- teacher of Form, Function, and Meaning as a foreign language.
  

Criteria for Evaluating your Learning Portfolio
Total Points= 5
Quality of Reflection (3.0)
Your grade will be based on the thoughtfulness, insightfulness, accuracy of self- assessment, and writing quality
Nature and Use of Evidence (1.5)
Your grade will be based on the comprehensiveness of evidence (contains all required parts), aptness of evidence, connection of evidence to reflection, evidence of improvement (before- and- after development examples)
Table of Contents and Neatness (0.5)
Your grade will be based on a comprehensive table of contents, neatness and carefulness about it.

Reference

Morenberg, M. (2010). Doing grammar. New York. Oxford University Press.

O’Grady, W., Archibald, J., Aronoff, M., & Miller, J. R. (2005). Contemporary

Linguistics: An introduction. Boston. Bedford’s Martine’s
Paul, R., & Elder, L. (2014). Critical Thinking: Concepts and tool. Tomales, CA.
Foundation for Critical Thinking.

Zubizarreta, J. (2009). The learning portfolio: Reflective practice for improving student

learning. San Francisco, CA. John Wiley & Sons, Inc.

Evaluation
The Form, Function, and Meaning course will be graded on the following tasks:

1. 
   The development of a learning portfolio (40%)
   
2. 
   Parsing exercises (30%) on:
   

2.1. Relating words, phrases, and slots (chapter 2)

2. 
   Expanding verbs phrases (chapter 3)
   
1. 
   A test about Max’ formula and the writing of two sentences for each formula (20%)
   
2. 
   Attendance and class participation (10%)