Course Catalog Information
Field Methods in Linguistics - Writing Intensive
Intensive training in collection and analysis of data taken from a native speaker of non-Indo-European language.
A-F (allow student to choose S/U option)
ANTHRO 4870 - Field Methods in Linguistics
ENGLSH 4670 - Field Methods in Linguistics
Tenured Associate Professor
Tate Hall 220
Yes, in the last five years
The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply
Honors Course Information
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Writing Intensive Course Information
At a time when minority languages are dwindling and becoming extinct, language documentation is more important than ever. The pedagogical goal of the course is to teach the methods of constructing a detailed linguistic description and analysis of an unknown language, essentially from scratch, by working with a native speaker of the language. Topics to be covered include the phonology, morphology, and syntax of nouns and verbs. This course is not part of a multi-course sequence, but it can lead to an honors thesis the following semester or an Undergraduate Research Mentorship. Writing is a central task of the course and the final written paper is the main output that students work on throughout the whole term. There are, however, no additional writing assignments aside from the four submissions of the main writing project. I will be continuing the practice begun two years ago to have paper submissions completed in small groups, based on the success of that model.
Should this course be considered for funding?
Large Enrollment Courses:
Students will work on one large writing project throughout the term that has four main components. In the first three parts of the paper, students present and discuss everything they know about: (i) the sound system of the language, (ii) the structure of words in the language morphology word structure, and (iii) the structure of sentences in the language. In the fourth component of the final project, which may constitute a separate section of the final paper or be an elaboration of one of the other three sections, students provided a detailed description and analysis of one aspect of the grammar of the language. Students will present the results of this section of the paper in a one-day mini-conference at the end of the semester. The first draft of the manuscript will be about 8 pages in length and will grow by about 8 pages per submission. There will be four total submissions, and each submission after the initial will include new material and will include revisions of the previous drafts' content based on the instructor's feedback. The final paper will total about 32 pages and will be due during the regularly scheduled final exam period. Here is a breakdown of the page-number requirements for each of the four submissions: Submission 1: 8 pages original, 0 pages revision = 8 pages total Submission 2: 8 pages original, 8 pages revision = 16 pages total Submission 3: 8 pages original, 16 pages revision = 24 pages total Submission 4: 8 pages original, 24 pages revision = 32 pages total.
Length of assignment:
Writing Intensive Teaching
Instructor provided feedback
Oral presentation by student, followed by feedback
Students mainly will receive instructor feedback. I will also provide feedback on their final presentations which should be taken into consideration in their final paper drafts.
What I did last time was to ask each group member to submit an evaluation form for each group member for each paper draft saying what each person was responsible for that draft and whether they met expectations with respect to workload, attendance, and participation. It certainly makes sense for individuals to take on specific sections of an assignment, and this is generally what happens—though I do want all of the students in the group to understand what is going on and to be responsible for all of the content of the papers. Rather than assign these sections myself, I let the groups work it out themselves, though I’ll intervene if necessary. Another regular assignment that is individually assessed is the work students to do process sound files. They each deal with me individually on that task. That work is separate from their writing, but it does give me a sense of who is keeping up with their class responsibilities. I also attend the students’ meetings with the language speaker throughout the term and can see the questions they’ve prepared and how they interact with the speaker. This also gives me a sense of the individual’s class performance, and also gives me a chance to provide individual guidance in-person. Finally, at the end of the term, there are also group presentations, where I evaluate the group as a whole as well as the individual part of the presentation.
All of the assignments involve interpretation, explanation, analysis, and evaluation of the linguistic data that we will collect in class from the native speaker. Multiple analyses are usually possible for most phenomena we will encounter thus it is up to the students to learn to provide arguments in favor of one analysis over another.
The four submissions will be due at quarterly intervals during the term (roughly every four weeks).