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Course Syllabi

ENGL 90/96

ENGL 0955

ENGL 0098

ENGL 1101

ENGL 3025

RGTE 0199

 

Dr. Monte Salyer

ARTICLES

Steps to College

DSC Bilinguals

The First Language

Surname Meanings

General Intelligence

Error Frequency

 

Spring Schedule:

Hour/Day

Monday

Tuesday

Wednesday

Thursday

8:00-9:15

Office Hour

LIA 210

Office Hour

LIA 210

Office Hour

LIA 210

Office Hour

LIA 210

9:25-10:40

 

ENGL 1101-03

Seq 114

ENGL 3025-01

LIA 307

ENGL 1101-03

Seq 114

ENGL 3025-01

LIA 307

10:50-12:05

 

RGTE 0199-30O

LIA 210

Office Hour

LIA 210

Office Hour

LIA 210

Writing Lab

LIA 315

12:15-1:30

 

 

ENGL 1101-10H

LIA 313

   

1:40-2:55

 

       

 

Biography:

     Dr. Monte Salyer graduated from Michigan State University with a Ph.D. in English with concentrations in Applied Linguistics, Reading Theory, and 20th Century American Literature.  (Applied Linguistics includes the History of the English Language, Language AcquisitionFunctional Grammar, Discourse Analysis, and Language Assessment).  His dissertation is The Significance of Difficult Vocabulary to Reading in a Second Language.

     Dr. Salyer has taught courses in ESL, TESOL, Linguistics, Developmental Writing, English Composition, American Literature, British Literature, and Philosophy at Sahmyook University in Korea, Andrews University in Michigan, St. Mary of the Plains College in Kansas, and Lewis University in Illinois.

     At Dalton State, Dr. Salyer has taught Learning Support English I, Learning Support English II, Learning Support Reading II, English Composition I, and Linguistics.  He also coordinates the Summer Academy each June to prepare bilingual students for higher education.                                                                   

P

Southern Grammar:

   A current study finds that the essays of 150 students in the University System of Georgia have four times as many errors--30 vs. 7 per paper--as in the writing samples of college students nationwide.  Especially evident in the chart below is the dramatically higher rate (20x) of missing words or phrases and missing or wrong word endings. The conclusion is that first-year USG writers may require more grammar instruction in general as well as specific training to refine particular aspects of grammar usage.

 

University System of Georgia

Freq Rate US colleges and universities Freq
1. Misspelled word (1) 4.0   2.6 1. Misspelled word 1.5
2. Vague pronoun reference (6) 3.7 12.3 2. No comma after introductory element 1.4
3. No comma after introductory element (2) 3.2   2.3 3. Comma splice 0.4
4. Missing word or phrase (24) 2.9 29.0x 4. Wrong word 0.3
5. Missing or wrong word ending (22) 2.3 23.0x 5. Lack of possessive apostrophe 0.3
6. Wrong verb tense (14) 2.0 10.0 6. Vague pronoun reference 0.3
7. Wrong word (4) 2.0 13.3 7. No comma in compound sentence 0.3
8. Pronoun agreement (8) 1.7   5.7 8. Pronoun agreement 0.3
9. No comma in compound sentence (7) 1.4   4.7 9. Sentence fragment 0.3
10. Unnecessary pronoun shift (21) 1.2 12.1 10. No comma in nonrestrictive phrase 0.3
11. Subject-verb agreement (11) 1.2   6.5 11. Subject-verb agreement 0.2
12. Lack of possessive apostrophe (5) 1.1   3.7 12. Extra comma with restrictive phrase 0.2
13. Comma splice (3) 0.9   2.3 13. Unnecessary words 0.2
14. Sentence fragment (9) 0.7   2.3 14. Wrong verb tense 0.2
15. Wrong or missing preposition (17) 0.6   6.0 15. Dangling or misplaced modifier 0.1
16. Dangling or misplaced modifier (15) 0.5   5.0 16. Run-on sentence 0.1
17. Run-on sentence (16) 0.3   3.0 17. Wrong or missing preposition 0.1
18. Missing comma in a series (18) 0.2   2.0 18. Lack of comma in a series 0.1
19. Extra comma in restrictive phrase (12) 0.2   1.0 19. Its/it's error 0.1
20. No comma in non-restrictive phrase (10) 0.1  -3.0 20. Verb tense shift 0.1

 

  Updated Jan. 5, 2010