CMENG232/Spring 2000 Missouri Western State College Syllabus Division of Liberal Arts and Sciences ENG 232 Language Awareness English/Foreign Languages/Journalism MWF 9:00-9:50 SS/C 221 Instructor: Dr. Christa McCay Instructor's Office, Office Phone, Home Phone: Office: SS/C 208L Office Phone: 271-4311 Home Phone: 324-6350 Office Hours: MWF 8:00-9:00 and 11:00-12:00 Required Texts: Clark, Eschholz et al., Language: Readings in Language and Culture, 6th ed. Goshgarian, Exploring Language, 8th ed. A collegiate dictionary Course Objectives: Students will have the opportunity -- to realize that English has many dialects and critically examine their attitudes toward dialect differences and toward the people who speak those different dialects -- to analyze patterns of change that continue to occur in English, as in all living languages, and the forces that bring about those changes, especially through studying the cultural contexts that have affected English in the twentieth century -- to examine how other languages, both ancient and modern, have influenced English and created the unique vocabulary resources of today’s English -- to investigate how the meanings of words have changed over the centuries and how these changes in meanings create unique opportunities and pitfalls for communicators -- to examine how language shapes people’s perception of reality and influences their actions and how language can be used to manipulate people -- to study how words gather meaning from their contexts and carry connotation -- to examine, with reference to current concepts of grammar, their notion of English grammar and the prescriptive statements about grammar that they have come to know -- to learn to challenge notions of correctness and discover objective criteria for evaluating questionable usage patterns -- to appreciate the tremendous variety of language patterns and the exuberant creativity demonstrated through human languages Course Work: In-class work will include some lectures by the teacher, possibly some guest lectures, and some discussion of assigned readings. Most of the class time will be devoted to sharing and discussing information students have gained through additional readings and assigned exercises. Out-of-class work will consist of readings, exercises (most of them involving library resources), and one paper. Grading Policy: Based on the letter grades received during the semester, a student's final grade will reflect his/her work in the following manner: 40% 2 exams, 1 final (The final exam will carry double the weight of one semester exam.) 40% Exercises, reports, class participation 20% Language file and a brief paper (750-1000 words) NOTE #1: If a written assignment meets content requirements but contains numerous errors in grammar, spelling, and usage, I will lower its grade. NOTE #2: If a student completes only 70% or less of the assigned work, s/he will receive a failing grade for the course. CMENG232, p. 2 Academic Honesty Policy: Students are expected to do their own work in this course. Any student who submits someone else's work as his/her own will receive no credit (0) on that assignment. Attendance: Since in-class work will provide information not contained in generally assigned readings, all students are expected to attend every class session. If students must be absent for a legitimate reason, they are responsible for obtaining handouts, notes, and assignments from classmates. Students with Disabilities: Any student in this course who has a medically certified disability which interferes with course work should contact the teacher as soon as possible to discuss class requirements. Course outline: INTRODUCTION Jan. 19 UNIT l: LANGUAGE: ITS NATURE AND ACQUISITION Jan. 21 - 28 Important points: l. All living languages continue to change. 2. Language symbols are arbitrary and conventional. 3. Children are born with an innate predisposition for acquiring language, perhaps even an innate universal grammar that is usually modified by their particular language environment. 4. All children go through the same stages of language acquisition in the same order (although at different rates). 5. All languages share certain universal features. 6. Language shapes perception. Readings: Harvey A. Daniels, "Nine Ideas About Language" (L 43) Eric H. Lenneberg, "Developmental Milestones in Motor and Language Development" (L 556) Geoffrey Cowley, “The Language Explosion” Jean Aitchison, "Predestinate Grooves: Is There a Preordained Language 'Program'?" (L 560) Karen Emmorey, excerpt from “Sign Language” (L 89-95) George A. Miller and Patricia M. Gildea, "How Children Learn Words" (L 580) Susanne K. Langer, “Language and Thought” (EL 5) Steven Pinker, “The Language Instinct” (EL 11) UNIT 2: DIALECT AND LANGUAGE VARIETY IN THE U.S. Jan. 31 - Feb. 21 Important points: 1. Dialects are regional or social variants of a language which differ from each other in sounds, vocabulary, and grammar. 2. Based on the English dialects transplanted to the Eastern seaboard, the American dialects of today reflect the history and culture of the United States. 3. Dialects are not inferior varieties of a language. 4. Black English is a dialect of American English, which, like other dialects, is appropriate in certain times and places. 5. The United States has always been a multilingual country, with English as a strong lingua franca. CMENG232, p. 3 Readings: Paul Roberts, "Speech Communities" (L 267) Roger W. Shuy, "Dialects: How They Differ" (L 292) Fred Strebeigh, "Hot on the Trail of the Elusive Moots and Woolies" Walt Wolfram, "Gender and Language Variation" Deborah Tannen, “‘I’ll Explain It to You’: Lecturing and Listening” (L 365 or EL 443) Nathan Cobb, “Gender Wars in Cyberspace” (EL 458) David Crystal, "Pidgins and Creoles" (L 321) John R. Rickford, “Suite for Ebony and Phonics” Geneva Smitherman, “From Africa to the New World...” (EL 293) Rachel L. Jones, "What's Wrong with Black English" (EL 305) Harvey A. Daniels, "The Roots of Language Protectionism" S. I. Hayakawa, “Bilingualism in America” (EL 251) James Fallows, “Viva Bilingualism” (EL 259) Edite Cunha Pedrosa, “Talking in the New Land” (EL 49) Richard Rodriguez, “Aria: A Memoir of a Bilingual Childhood” (EL 266) Lizette Alvarez, “It’s the Talk of Nueva York: The Hybrid Called Spanglish” (L 483) Katherine Whittemore, “Saving California Languages” (L 492) Constance Hale, “How Do You Say Computer in Hawaiian?” (L 503) Diane Allen, "Seeing English in a New Light: As a World Language" EXAM Feb. 23 UNIT 3: THE HISTORY BEHIND WORDS Feb. 25 - Mar. 20 Important points: 1. Changes in the vocabulary reflect the cultural context of a language. 2. The vocabulary of English has changed and will continue to change. 3. Although many words have disappeared from the living vocabulary of English, many new words have been added to it. 4. Like other languages, English has used a variety of methods for expanding its vocabulary. 5. The vocabulary of English has been influenced by contacts with many other languages and cultures. 6. The meaning of many English words has changed, sometimes considerably, and this process of change has often created words with complex systems of meanings. 7. An etymological meaning of a word is not necessarily its "right" meaning. Readings: Paul Roberts, "A Brief History of English" (L 420 or EL 19) W. Nelson Francis, "Word-Making: Some Sources of New Words" (L 154) Alleen Pace Nilsen, “Literary Metaphors and Other Linguistic Innovations in Computer Language” (L 166) Paul Dickson, “It Ain’t No Big Thing” (EL 552) Hugh Rawson, “Euphemisms” (EL 491) Nathan Cobb, “Talking DOWN” (EL 502) Alleen Pace Nilsen, “Sexism in English” (EL 398) UNIT 4: WORDS IN ACTION--VERBAL AND SOCIAL CONTEXTS Mar. 22 - Apr. 7 Important points: l. Language shapes people's perception of reality and their actions. 2. Verbal and social contexts can clarify the meanings of words. CMENG232, p. 4 3. Many words carry connotation (affective meaning) as well as denotation (informative meaning). 4. Language can be manipulated, and words can be used to manipulate people. Readings: Jean Aitchison, "Bad Birds and Better Birds: Prototype Theories" (L 225) Elaine Chaika, "Discourse Routines" Newman P. & Genevieve B. Birk, "Selection, Slanting, and Charged Language" (EL 77) Institute for Propaganda Analysis, “How to Detect Propaganda” (EL 186) Robert Yoakum, “Everyspeech” (EL 210) Advertising Language (EL 146-182) Sandra Flahire Maurer, “Mind Your Tongue, Young Man” (EL 371) Joyce Brothers, “What ‘Dirty Words’ Really Mean” (EL 375) Charles F. Berlitz, “The Etymology of the International Insult” (EL 342) Thomas Friedman, “Heard Any Good Jews Lately?” (EL 337) Haig Bosmajian, “Defining the ‘American Indian’” (EL 347) Geneva Smitherman, "What Is Africa to Me?" David Updike, “Coloring Lessons” (EL 277) Gloria Naylor, “‘Nigger’: The Meaning of a Word” (EL 332) Lillian Faderman, “Queer” (EL 359) Nancy Mairs, “On Being a Cripple” (EL 355) John Yemma, “Innocent and Presumed Ethnic” (EL 286) EXAM Apr. 10 UNIT 5: PATTERNS OF GRAMMAR AND USAGE Apr. 12 - May 1 Important points: 1. The English word "grammar" has different meanings which need to be distinguished from one another. 2. English grammar has changed considerably over the centuries and continues to change. 3. The analysis of English grammar has also changed (and is not yet complete). 4. Standard American English is "'standard' not because it is any more correct or more beautiful or more capable than other varieties of English; it is 'standard' solely because it is the particular type of English which is used in the conduct of the important affairs" of the American people. 5. Standard English, like other varieties of English, is subject to change. 6. American English has several usage levels, and individual speakers of the language are familiar with and habitually use more than one of these. 7. Each social situation has its appropriate, i.e., socially acceptable usage level. 8. Many of the language forms condemned by purists as "bad" or "incorrect" or "ungrammatical" are rejected for the wrong reasons. Readings: Roderick A. Jacobs and Peter S. Rosenbaum, "What Do Native Speakers Know About Their Language" (L 183) John Simon, "Why Good English Is Good for You" (EL 532) Jim Quinn, "Simonspeak" (EL 543) Walt Wolfram, "Standard English and Education" John Algeo, “What Makes Good English Good?” (L 723) FINAL EXAM: Wednesday, May 10, 8:30 - 10:20 a.m.
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