Warning: You’re looking at a syllabus from last year! Last year’s information will give you an idea of what to expect for next year—but some of this information is sure to change. If you enroll in this class, you’ll receive updated information when your semester begins. For more information, contact Dr. Young at byoung@ucf.edu

LIN 5137.Cw61 Linguistics Dr. Beth Rapp Young Summer 2016 Office: CNH 306-B Office Hours: online MW 10-1130a, f2f by appt only Emergencies: 407-823-5596 Email: byoung@ucf.edu

Syllabus

“Deep waters, such are the words of man: a swelling torrent, a fountain of life.” --The Bible, Proverbs 18:4 (Jerusalem Bible)

Course Description: Do you use friend as a verb? Why do some people say aks and not ask? How many different ways can you use the word like? When does “I’m busy” mean “no”? Will txtng make us talk in abbrevs? In this course, we will connect technical linguistic information to your daily experiences with language. We will learn and practice techniques for describing English, from its sounds and words and sentences and larger elements of discourse in context. We will develop an intimate working knowledge of several dictionaries, including the OED. We will investigate linguistic issues empirically with research corpora. In linguistic terms, we’ll cover phonology, morphology, syntax, semantics, pragmatics, and lexicography. Because this class is offered as a W class, we will never meet f2f. Your work will be completed on Webcourses (accessed through my.ucf.edu and then the "Online Course Tools" tab). Please check Webcourses daily to be sure you don’t miss anything. You will need reliable access to a computer with internet access. In a pinch, there are computers accessible to you in all UCF's computer labs, and most computer labs have computers connected to the internet. For further information on computer labs (aka “Technology Commons”), see http://www.computerlabs.ucf.edu. Prerequisites: Graduate status or senior standing or C.I. As the UCF catalog states: LIN 5137. Linguistics 3(3,0). Modern linguistic theories and studies focusing on language acquisition and development, contemporary American English, semantics, and para-linguistics. Occasional. CAH-English Course Objectives: By the end of the semester, you will be able to:

Employ basic linguistics terminology

Use the International Phonetic Alphabet (IPA) to transcribe the sounds of standard American English

Understand all elements of a standard dictionary entry and the differences between several major dictionaries

Understand principles of phonology, morphology, syntax, semantics, pragmatics, and lexicography

Apply linguistic principles to real-world language

Conduct basic research using digital linguistic corpora

Understand and appreciate the natural variation that occurs in language across time, social situation, and social group, while recognizing the need for mastering Standard English

Recognize some of today’s important linguistics-related questions and controversies Course Texts:

Mihalicek, Vedrana, and Christin Wilson, eds. Language Files: Materials for an Introduction to Language and Linguistics. 11e. Columbus: OSUP, 2011. ISBN 9780814251799.

Other readings available inside the course and on the Internet

Register at corpus.byu.edu (free) so that you can use the language corpuses for some assignments. For more information about Language Files, see the textbook homepage here: http://linguistics.osu.edu/research/pubs/lang-files

sample

LIN 5137.CW61 - Su C 2016 - 2 Special Course Requirements: Please plan to: Access and use IPA characters. If necessary, you can install Gentium, an IPA font, on your computer (but it probably won’t be

necessary. See “Using IPA Characters” below.) Create documents in .pdf format. (See “Creating .pdf Documents” below.) Print the handouts made available in the online class Have a valid UCF library card. See http://library.ucf.edu Register to use the research corpuses at http://corpus.byu.edu (free) Use online research and reference tools in addition to the materials on the course website. Access the course website every day.

Digital Humanities: The digital humanities use digitized and digital materials to promote a greater understanding of traditional humanities concerns. In LIN 5137 Linguistics, you will learn to use digital language corpora to research contemporary and historical English usage in both spoken and written language. These corpora have transformed the work of practicing linguists. You will also learn to use the advanced search functions of the online Oxford English Dictionary to investigate historical changes in the English lexicon. Course Grading: This information may change as the semester progresses. For current details about assignments and deadlines, please see the course website. Work starts in the course on the very first class day of the semester. Learning the technical material in this class will require frequent practice, which translates to a significant time commitment and numerous deadlines. Expect multiple deadlines every week. If you know your schedule will be irregular due to business trips or other commitments, you should prepare to complete work in advance. Your course grade will be based on completion of assignments, quizzes, and test scores, using a 1000-point scale: A 931 – 1000+ A- 900-930 B+ 861-899 B 831-860

B- 800-830 C+ 761-799 C 700-760 C- (not used)

D+ 661-699 D 631-660 D- 600-630 F below 600

Any extra assigned points (i.e., past 1000) are intended to compensate for occasional problems such as a brief illness or technical problem. If you encounter such problems often, you should expect to earn a lower course grade. See policy on “Late and Missed Assignments, Quizzes, Tests” below. For information on Late Add, Late Drop, Late Withdrawal, Medical Withdrawal, and Grade Forgiveness processes, contact UCF Academic Services (below). Online Gradebook: I’ll post all your assignment grades to the gradebook in Webcourses. This gradebook simply adds up all the points you have earned. Points are never subtracted, divided, dropped, or averaged. You start the semester with a grade of zero, and every time you complete an assignment, your grade increases by the points you earned on that assignment. For example, if you have earned 497 points so far, and you earn 3 of 20 possible points on the next assignment, you end up with 500 points. To learn what your grade is so far, scroll to the bottom of the Grades page until you see a row marked Total. This row will display either a percentage or a fraction (points earned / points attempted). Hover your mouse over the percent and you will see the points. Hover your mouse over the points and you will see the percent. The percent is NOT your grade, but it will give you a rough indicator of how you are doing. The disadvantage of this type of gradebook:

• Your grade will seem very low until most of the semester is over. After all, you’re starting with a zero and you need to earn at least 600 points just to get to D- level. If we’ve covered 600 points worth of assignments so far, and you’ve earned 500 of those points, you have earned 83% of the points you have attempted, but your point total will still look like an F because your total score is less than 600.

sample

LIN 5137.CW61 - Su C 2016 - 3 The advantages of this type of gradebook:

• You always know where you stand. I have no “private” gradebook. You see the same grades that I see (except that I can see everyone’s grades and you can only see your own); also, you can often see the class average so you can figure out how you’re doing relative to your classmates.

• Your grade never goes down. If you have 550 points and you earn a zero on the next assignment, you still have 550 points. (Your percent average may change, but the percent average is NOT your grade.)

• It’s easy to see how many points you need to get the grade you want. For example, if you have 750 points going in to the final exam and you want a B in the course (which is 831 points or higher (above)), you need to earn an 81 on the final (831 – 750 = 81).

• When we get to the end of the semester, it’ll be easy to figure out your course grade. Just look at your total points and match them to the grading scale above.

If your grade for a completed assignment is zero, maybe I haven’t entered grades yet. Before asking me about it, click the “View Average” or “View Statistics” button in your gradebook. If the average grade is zero, I haven’t yet entered grades for that assignment. For more information, see the “Grade FAQs” page inside the course. Please monitor your grades throughout the semester and contact me privately through Webcourses mail if you have any questions. Course Policies: Assignment format: Assignments should follow all Course Protocols (below) to earn full credit. Broken links: All URLs were checked for accuracy at the beginning of the semester, but web links can change without warning. If you notice any broken links, please (1) search for the correct link and (2) let me know. Changes to this syllabus: It may be necessary to change this syllabus during the semester. Any changes will be posted to the course website. Computer Viruses: You are required to use a reputable anti-virus program to participate in this course. Please remember to update your virus definitions regularly (your software documentation will tell you how to do this). Every time you transmit a virus, your grade for the course will be reduced by one full letter. Conduct: As you learned when you were accepted to UCF, you must follow the personal and academic conduct guidelines in The Golden Rule (http://www.goldenrule.sdes.ucf.edu) Contacting Your Instructor: Once the semester starts, all private communication with me should be sent through the conversations (mail) tool inside Webcourses. Check your Webcourses mail daily. Even if you contact me via another means, I will ordinarily respond via Webcourses mail, because Webcourses is FERPA compliant, and because Webcourses content needs to be as complete as possible for archival purposes. If Webcourses is unavailable, email me at byoung@ucf.edu from your Knight’s Email account—not from any other email address. Be sure to tell me your full name and which course/section you’re taking. Due to university budget cuts, I have no office phone. Emergency phone messages can be left with the English department (407-823-5596). That phone number connects with voice mail; periodically during business hours, a staff member retrieves voice messages, writes them down, puts them in mailboxes, and if they seem urgent, sends them via phone or email. You’ll save time by contacting me through Webcourses or (if you can’t access Webcourses for some reason) email. Of course you’re always welcome to meet with me in my office! I see students f2f this semester on an appointment basis. I’m also able to arrange online meetings via Skype (www.skype.com). All communication between you and me, and between you and other students, should be respectful and professional. Also, you should regularly check your Knight's Email account at http://www.knightsemail.ucf.edu for separate official communication from the university. Copyright: Some materials used in this course may be protected by federal copyright law and are only for the use of students enrolled in this course, and only for the purposes associated with this course. It is a violation of US copyright law to retain or disseminate any such materials. Materials I have developed myself for this course are copyright ©2009-2019 Beth Rapp Young. Disability Accommodation: If you have a disability that might affect your performance in this class, please let me know before the second week of the semester so that we can discuss what accommodations will be necessary. UCF is committed to providing reasonable accommodations for all persons with disabilities. This syllabus is available in alternate formats upon request. The instructional media and materials for this class are accessible to students with disabilities. If you are having difficulty accessing them, let me know. No accommodations will be provided until you have officially requested them. Students who need accommodations must be registered with Student Accessibility Services, Ferrell Commons Room 185, phone (407) 823-2371, http://sas.sdes.ucf.edu/ before any accommodations can be provided.

sample

LIN 5137.CW61 - Su C 2016 - 4 Final Exam: UCF requires that a final exam be given in every course (exceptions require special advance permission from university administration). So yes, we will have a final exam, it will be cumulative, and it will be administered online. Graded Work: You can expect graded work to be returned to you two weeks after the deadline or two weeks after you turn it in, whichever is later (although often I return work more quickly). Comments on graded work can be found in Webcourses—please be sure to drill down until you can see my comments and scoring on individual questions. If you wish to question or appeal a grade, do so in writing via Webcourses mail within ten calendar days of when the grades for that assignment were distributed. Course grade appeals will follow the procedure outlined in The Golden Rule (http://www.goldenrule.sdes.ucf.edu). Grammar Mistakes in Course Materials: You may occasionally notice grammar mistakes or typos on course materials. As you probably suspect, these mistakes are intentionally put there for the amusement of students who enjoy finding them and pointing them out to others. You can demonstrate your skill at proofreading by (nicely) letting me know what you have discovered, so the mistake can be corrected. Group Work: I encourage you to join a study group to discuss the exercises and prepare for the tests. In fact, collaboration is encouraged strongly enough that you can treat the assignments marked with a *G* (but only those—not other assignments, papers, quizzes, or tests) as group projects if your study group so desires. Generally the group assignments are more work, and are worth more points, than individual assignments. If you work as a group, please turn in one answer for the entire group, and mark it with the name of everyone who worked on the assignment. (See Course Protocols, below). After the work has been graded, whoever has submitted the assignment must share my comments with the group. Be sure to determine who is responsible for what part of your group’s work at the outset. I cannot adjudicate intragroup disputes. NOTE: Individual assignments must be entirely your own work, and there must be no collaboration on the tests and quizzes. (See Plagiarism, below). Incompletes: A grade of “incomplete” can be awarded only for a documented emergency that occurs near the end of the semester (e.g., an attack of appendicitis causes you to miss the final exam). For emergencies that occur earlier in the semester, contact UCF Academic Services (below) about other options such as Medical Withdrawal. Incompletes are given at my discretion. If, in my judgment, you couldn't pass the class even with more time, I reserve the right to deny your request. Language Taboos: Any course about language will address some of the negative uses of language, including words that are considered not just impolite, but abhorrent. Please be forewarned that there may be some discussion and analysis of words and phrases which may make you uncomfortable or perhaps even deeply offend you. Sometimes we have to analyze uses of language that some may find wrong in order to understand how language works. When such cases arise, I will attempt to handle them with as much sensitivity as possible. Even if you feel that such discussions have no place in the classroom, please be aware that I am not insulting or attacking any person in any way, but rather that I am attempting to bring us all to an understanding of how language is used in real life. Late and Missed Assignments, Quizzes, Tests: Assignments will earn no credit if submitted late. Missed quizzes may not be made up. Missed exams may be made up only if you have a documented approved reason for missing the exam, such as hospitalization. There are two reasons for this policy: (1) The nature of the work. Many assignments build on work submitted previously. For example, you may be required to share information with the class on one day, and then analyze all the shared information two days later. There's no point in submitting additional information after the class has already finished its analysis. (2) The pace of the class. Spending time on past assignments can prevent you from keeping up with current assignments. To compensate for unavoidable conflicts and last-minute emergencies, I’ve provided extra credit assignments and made most assessments available for more than one day. If you experience so many scheduling conflicts or emergencies that the extra credit and lengthy assessment availability can’t make up for them, you should expect to earn a lower course grade. An assignment’s failing to appear on Webcourses’ To-Do list is not an acceptable excuse for missing a deadline. Note that the automated to-do list is incomplete by design: http://online.ucf.edu/support/Webcourses/other/to-do-list/ All assignment deadlines are available to you from the first day of the semester; please devise a system for meeting deadlines that does not rely on Webcourses to issue reminders. Plagiarism: Collaboration is encouraged on assignments marked with a *G* (see Group Work, above). However, collaboration is NOT allowed—it is considered plagiarism—on all other papers, assignments, quizzes, and tests. Plagiarism is using the words or ideas of another without proper acknowledgment. This includes sharing or discussing answers for homework, quizzes, extra credit assignments, tests, or any coursework for which you each receive individual credit. This also includes using teacher’s manuals that give answers to you, and websites such as lingorado.com that transliterate text into IPA for you, rather than your writing your own transliterations. If any of your coursework is plagiarized, you can expect to fail the course and/or to be reported for university disciplinary action. UCF faculty members have a responsibility for your education and the value of a UCF degree, and so seek to prevent unethical behavior and when necessary respond to infringements of academic integrity. Penalties can include a failing grade in an assignment or in the course, suspension or expulsion from the university, and/or a "Z Designation" on a student's official transcript indicating academic dishonesty, where the final grade for this course will be preceded by the letter Z. For more information about UCF's Rules of Conduct, see http://www.osc.sdes.ucf.edu/ .

sample

LIN 5137.CW61 - Su C 2016 - 5 Privacy: Your work may be used anonymously as an example in other classes or workshops for educational/research purposes only. For example, I might quote from one of your assignments in a journal article or conference presentation, without revealing your identity. If you do NOT wish your work to be used in this manner, let me know in writing within one week of the date your course grades are available to you on myUCF. Your grade will stay the same whether or not you allow your work to be quoted. If you opt out after the date listed as “Grades due on myUCF,” I won't even know of your decision until your grade is final. Record Keeping: Save copies of all your work, including graded homework assignments, all your drafts, and any work with my comments on it. You should save this information until you have received your final grade for the course. Returned messages: You can expect mail and course mail messages to be returned within 48 hours, 72 hours on weekends, though often I respond much more quickly. Sexual Harassment: Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an educational program or activity that receives federal funds. The act, intended to eliminate sex discrimination in education, covers discrimination in programs, admissions, and activities, as well as student-to-student sexual harassment. It covers not only employees of the University but also students. If you encounter unlawful sexual harassment or gender-based discrimination, please contact the University’s Equity Coordinator. The campus Equity Coordinator is the Director of the Office of Equal Opportunity and Affirmative Action Programs (contact information below). Tutoring: Unfortunately, I don’t know of a good resource for linguistics tutoring. The University Writing Center (UWC) does not offer linguistics tutoring, though it’s a great resource for writing papers. As you know from experience, someone can be great at writing without knowing much about linguistics. Do not go to the UWC for help with phonetic transcription, parsing morphemes, etc. If you know of a good tutor, or if you would like to offer your services as a tutor, please post contact information to the course discussion. Ungraded Exercises: Exercises in the textbook are assigned because completing the exercises will help you learn the material. In fact, many students in other classes have indicated that they learned more from the ungraded exercises than any other kind of assignment! Questions from these exercises may be included on quizzes and tests. Please contribute questions and comments about the exercises to the discussions so that we can help each other work through them. I am happy to share “correct” answers privately—if you show me your answers (via the Webcourses conversations tool), I’ll show you mine. Although I will happily check ungraded exercises for accuracy, I won’t pre-grade the graded assignments (though I will answer questions about them). Course Protocols: All coursework should be completed according to these protocols to earn full credit. Assignments:

• All work should be word-processed and submitted either as an attachment in .pdf format or as text copied/pasted into a Webcourses window. The general rule is that if you CAN submit work via copy/paste, you SHOULD. See below for File Attachments protocols.

• Everything that needs a grade for a single assignment should be contained in a single “attempt.” In other words, don’t put answers to questions 1-15 in one attempt and questions 16-25 in a subsequent attempt or different group member’s attempt. I can only grade the answers contained in a single attempt from a single person.

File Attachments:

• Any attachments must be submitted in .pdf format. Attachments in other formats will not earn credit. The .pdf format protects both against viruses and deleted IPA characters.

• Please make a point to check that you submitted the correct file in the correct format; I will probably not notice attachment problems until after the deadline, and by that time, it’s too late for you to fix things.

• Remember that once your attachment is downloaded or printed, it has been completely disconnected from your message. Therefore it is very easy for your work to be misplaced or overlooked if you haven't labeled your attachment properly. Every attachment you submit during this course should:

o Include your full name and the assignment name in the FILENAME of the attachment o Include your full name and the assignment name INSIDE the attachment

• Work that does not follow these protocols (especially if your name is completely missing) will not earn full credit! Course Mail:

• Send course-related private correspondence to Dr. Young via Webcourses mail, aka “conversations,” not via ucf.edu email. (See “Contacting Your Instructor” above.)

• Before mailing Dr. Young with general questions about the course, post your questions to the discussions. The more people who see your question, the quicker you're likely to get an answer. Also, if you're wondering about something, chances are that someone else is wondering, too. By asking questions publicly, you’re helping your classmates learn.

• Please be prompt. If a group member sends you a message, please respond in a timely fashion (within 48 hours). Poor communication with group members can affect your grade.

sample

LIN 5137.CW61 - Su C 2016 - 6 Discussion Posts:

• Send messages intended for just one reader by Webcourses mail instead of posting them to the discussion. For example, questions about why you got your grade should be sent via Webcourses mail to Dr. Young.

• For some discussions, you won’t be able to see other students’ work until you post your own. • Use the appropriate discussion topic for graded discussions. Messages posted to the wrong topic will not earn credit. • Every discussion message you post should:

o Avoid posts that only say "I agree"; they will not be counted for credit. o Be courteous and clear. (Online communication lacks the nonverbal cues that fill in much of the meaning in face-

to-face communication.) • Do not post discussion messages that do nothing more than complain about the assignments or the class. Such

messages will be deleted. Students who are repeatedly disruptive will be banned from course discussions, making it impossible for them to earn full credit for discussion assignments.

• Consider composing complex messages in a word processor, then copying/pasting your words into the discussion message.

Group Work:

• Follow protocols for Assignments, above, except that for attachments, you can fashion a shorter filename rather than putting everyone’s names in the filename. I just need to be able to tell from the filename whose work it is.

• Clearly label group work with the fact that it is a group effort, AND with the names of EVERYONE who participated. Everyone who participates on a group project will earn the same grade for that project.

• Only ONE person in the group should submit the work—don't make me review multiple copies of the same answers! The computer may tell everyone else that the project was “missed,” but as long as I can determine who did what, I can record grades for everyone no matter what the computer says.

• Everything that needs a grade for a single assignment should be contained in a single “attempt.” In other words, don’t have one person submit answers to questions 1-15 and another person submit answers to questions 16-25. I can only grade the answers contained in a single attempt from a single person.

• If you are not the person who is submitting the group work in the quizzes tool, grading will go quicker if you start an attempt and write "NAME will be submitting the work for my group." Then I can more easily locate and record your grade.

• Format your work consistently. For example, questions should be answered in order, fonts should not change unnecessarily, numbering should go in numerical order, answers should be reasonably parallel in structure, and so on. Someone will probably need to clean up the document formatting after all contributions have been copied and pasted together. Work with glaring format problems will not earn full credit.

• Read my comments on graded group work. Whoever submitted the assignment is responsible for sharing my comments with everyone else. You can access my comments the same way you access comments on graded individual assignments in the assignments tool.

Using IPA Characters: For this class, you need to read and produce documents using IPA script (which is a particular set of characters that you will learn about during the first few weeks of the course). You probably already have such a font installed. On my PC, Times New Roman and Arial fonts already have IPA characters; these characters are probably also present in other fonts. You can use an online IPA typewriter such as http://ipa.typeit.org/ instead of the fonts installed on your computer. One of your first-week assignments will be to use these characters to make sure you know how to access them. If you can’t find them already installed and prefer to work offline, I recommend that you install a font named Gentium Plus. A page inside the course called “Installing Gentium Plus” will tell you how. NOTE: Please do NOT try to install Gentium unless you are sure you need it! There is no point in inflicting unnecessary work upon yourself. Gentium won't “translate” your writing into special characters; what it does is make the characters available for you to choose (through the “insert symbol” function in Word, the “Character Map” program in Windows System Tools, pressing Command-T on a Mac, etc.) Creating .pdf Documents You’ll need to create documents in .pdf format to minimize transmission errors and protect against viruses. Most likely, the word processor you already use can save files as .pdf. Please check to see whether you have that capability before you download anything new! There’s no reason to inflict unnecessary work on yourself. For more information, see the page in the course called “Creating .PDF Documents.”

sample

LIN 5137.CW61 - Su C 2016 - 7 Technical Support and Useful Links: Print this page NOW and store it in a safe place so that you'll have the information available whenever you experience computer problems. Please post technical questions to the course discussions. Members of the class who are technically proficient are encouraged to monitor the discussion and assist classmates. NEVER SPEND MORE THAN AN HOUR trying to fix problems by yourself! UCF offers wonderful technical support free of charge--please save yourself some time and stress by availing yourself of the help available to you. See the list of useful contact information below. When you ask for help, you are also doing a good deed: you are teaching UCF's tech help people about the kinds of problems students encounter in these courses. The more that is known about problems you encounter, the more that can be done to help prevent such problems in the future. So DON'T STRUGGLE ALONE! Ask the tech people for help when you encounter glitches. (NB: your professor ≠ tech support) Network outages: On occasion, you may be unable to access the course due to network outages. Depending on where the problem has occurred, the tech support staff at your internet service provider or UCF's Help Desk (see "Useful Links" below) should be able to estimate when everything will be back to normal. When you can, post your work along with an explanation of what happened. Broken Links: Although all links are checked immediately before the semester starts, “link rot” is a fact of online life. If you discover a broken link in the course, try to find the page through an alternate route (e.g., Google, the search function at the site you need). If it’s a Webcourses link that is broken (e.g., a class assignment page), let Dr. Young know, and then check back periodically to see if it has been fixed. If the link can’t be fixed within a reasonable time, we’ll work out some kind of alternative, don’t worry. Break-downs: Think of your computer as your transportation to the class. If you are enrolled in a face-to-face class and your car keeps breaking down, you will be expected to find another way to get to class. In an “M” or “W” class, if your computer keeps breaking down, you will be expected to find another way to access the class. Fortunately, public libraries and campus computer labs offer free Internet access. See "Useful Links" below for more information about campus computer labs. Exam problems: If you have technical problems during an exam, contact Webcourses@UCF Support without delay. If you experience repeated technical problems, consider dropping the course. Petitions for late withdrawal may be filed in UCF's Academic Services Office. (See "Useful Links" below for contact information.) Useful links: ***Webcourses Tech Help: Contact Online@UCF Support (407) 823-3808 or http://online.ucf.edu/support/ ***

• Academic Services Office, AD 210, 407-823-2691, http://www.academicservices.ucf.edu • Canvas (Webcourses) documentation: https://community.canvaslms.com/community/answers/guides/ (or click “Help”

in the bottom left corner and choose “Search the Canvas Guides”) • Computer Lab Information (called “Technology Commons”): http://www.computerlabs.ucf.edu • Computer Store: http://www.cstore.ucf.edu • Corpora at BYU Help: http://corpus.byu.edu/problems.asp • Online@UCF: http://online.ucf.edu/ • English Department: CNH 405, 407-823-5596, http://www.english.cah.ucf.edu/ • Equity Coordinator / Director of the Office of Equal Opportunity and Affirmative Action Programs: MH 330, 407-UCF-1EEO

(407-823-1336), http://eeo.ucf.edu • Golden Rule (UCF student handbook): http://www.goldenrule.sdes.ucf.edu • Library: http://library.ucf.edu • Student Accessibility Services: FC 185, 407-823-2371, http://sas.sdes.ucf.edu/ • UCF Ombuds Office: http://www.ombuds.ucf.edu/ The University Ombuds Office provides all members of the university

community (students, staff, faculty, and others) an informal, independent, confidential, neutral office that offers assistance and impartial advice regarding concerns related to the University.

Disclaimer: The Surgeon General has determined that smoking this syllabus may be hazardous to your health. Side effects associated with use of this syllabus for prolonged periods include dizziness, blurred vision, euphoria, and irrepressible morpheme parsing. If you have experienced such side effects when using other syllabi, please consult your doctor to see whether this syllabus is right for you. If you experience an interest in the topic lasting more than 4 hours, please sign up for more linguistics courses. Any resemblance to any other course or syllabus living or dead is completely coincidental. No animals were harmed in the making of this syllabus. Not intended for use as a flotation device.

sample

3/19/2017 LIN5137­16Summer CW61

https://webcourses.ucf.edu/courses/1200229 1/4

LIN5137‐16Summer CW61

Jump to Today

Course Summary:

Date Details

Mon May 16, 2016 First Day Activities (https://webcourses.ucf.edu/courses/1200229/assignments/4581159) due by 11:59pm

Tue May 17, 2016 Linguistics, Language Files, Empirical Research(https://webcourses.ucf.edu/courses/1200229/assignments/4581162)

due by 11:59pm

Thu May 19, 2016

drop/swap deadline (https://webcourses.ucf.edu/calendar?event_id=1264980&include_contexts=course_1200229)

12am

Introduce Yourself and Meet Your Classmates(https://webcourses.ucf.edu/courses/1200229/assignments/4622022)

due by 11:59pm

Fri May 20, 2016

add deadline (https://webcourses.ucf.edu/calendar?event_id=1264981&include_contexts=course_1200229)

12am

Take the Sound Symbolism Survey(https://webcourses.ucf.edu/courses/1200229/assignments/4581172)

due by 11:59pm

Sat May 21, 2016 Quiz About Quizzes(https://webcourses.ucf.edu/courses/1200229/assignments/4608060)

due by 11:59pm

Edit

"Language, the most valuable single possession of the human race." ­Charles F. Hockett, 1958, A Course in Modern Linguistics (http://books.google.com/books/about/A_Course_in_Modern_Linguistics.html?

id=uwsYAAAAMAAJ) , ch. 1

Welcome! Please read this page AND read the complete course syllabus, which is here, in .pdf format . Also read an Introduction to theCourse.

Where are the assignments? For a complete list of assignment deadlines, scroll down. The list will take a little while to load.

Disability Accommodation: If you have a disability that might affect your performance in this class, please let me know before the second week of thesemester so that we can discuss what accommodations will be necessary. UCF is committed to providing reasonable accommodations for all personswith disabilities. This syllabus is available in alternate formats upon request. The instructional media and materials for this class are accessible tostudents with disabilities. If you are having difficulty accessing them, let me know. No accommodations will be provided until you have officiallyrequested them. Students who need accommodations must be registered with Student Accessibility Services, Ferrell Commons Room 185, phone (407)823­2371, http://sas.sdes.ucf.edu/ (http://sas.sdes.ucf.edu/) before any accommodations can be provided.

If you are on active duty in the military or deployed overseas, please contact me so we can discuss technology needs and assignment timelines.

No f2f meetings: Because this class is offered as W class, we won’t ever meet f2f. All work will be completed here on Webcourses. Please checkWebcourses daily to be sure you don’t miss anything. If you haven’t used Webcourses before, review the information at http://online.ucf.edu/learn­online/ (http://online.ucf.edu/learn­online/) . You will need reliable access to a computer and the Internet. In a pinch, UCF provides several studentcomputer labs http://computerlabs.ucf.edu (http://computerlabs.ucf.edu) , and most public libraries provide computers too.

A GREAT DEAL OF ADDITIONAL INFORMATION (including the first few reading assignments, for those waiting for textbooks to arrive) is available inthe course Pages. Take some time to look around and familiarize yourself with what is there.

sample

3/19/2017 LIN5137­16Summer CW61

https://webcourses.ucf.edu/courses/1200229 2/4

Date Details

Mon May 23, 2016 Comment on the Results of the Sound Symbolism Survey(https://webcourses.ucf.edu/courses/1200229/assignments/4581149)

due by 11:59pm

Fri May 27, 2016 Testing Language Productivity(https://webcourses.ucf.edu/courses/1200229/assignments/4581150)

due by 11:59pm

Sat May 28, 2016 Quiz 1: Linguistics, Language Files, Empirical Research(https://webcourses.ucf.edu/courses/1200229/assignments/4581140)

due by 11:59pm

Mon May 30, 2016 UCF Holiday: Memorial Day (https://webcourses.ucf.edu/calendar?event_id=1263557&include_contexts=course_1200229)

12am

Tue May 31, 2016 Pragmatics, Politeness(https://webcourses.ucf.edu/courses/1200229/assignments/4581166)

due by 11:59pm

Fri Jun 3, 2016 Analyze Pragmatics and Politeness(https://webcourses.ucf.edu/courses/1200229/assignments/4581148)

due by 11:59pm

Sat Jun 4, 2016 Quiz 2: Pragmatics, Politeness(https://webcourses.ucf.edu/courses/1200229/assignments/4581142)

due by 11:59pm

Mon Jun 6, 2016 Semantics, Borrowings, Dictionaries(https://webcourses.ucf.edu/courses/1200229/assignments/4581168)

due by 11:59pm

Fri Jun 10, 2016 How Many Words Do You Know?(https://webcourses.ucf.edu/courses/1200229/assignments/4581147)

due by 11:59pm

Sat Jun 11, 2016

Confirm Topic for Research Project(https://webcourses.ucf.edu/courses/1200229/assignments/4610482)

due by 11:59pm

Quiz 3: Semantics, Borrowings, Dictionaries(https://webcourses.ucf.edu/courses/1200229/assignments/4581138)

due by 11:59pm

Mon Jun 13, 2016 Syntax (https://webcourses.ucf.edu/courses/1200229/assignments/4581171) due by 11:59pm

Fri Jun 17, 2016 Advanced Dictionaries (and Historical Thesaurus) *G*(https://webcourses.ucf.edu/courses/1200229/assignments/4581137)

due by 11:59pm

Sat Jun 18, 2016 Quiz 4: Syntax (https://webcourses.ucf.edu/courses/1200229/assignments/4581141) due by 11:59pm

Mon Jun 20, 2016 Morphology (https://webcourses.ucf.edu/courses/1200229/assignments/4581163) due by 11:59pm

Fri Jun 24, 2016 Invent a Compound/Complex Word(https://webcourses.ucf.edu/courses/1200229/assignments/4581145)

due by 11:59pm

Sat Jun 25, 2016

MORPHOLOGY TEST(https://webcourses.ucf.edu/courses/1200229/assignments/4581134)

due by 11:59pm

Update the Literature Review(https://webcourses.ucf.edu/courses/1200229/assignments/4581173)

due by 11:59pm

sample

3/19/2017 LIN5137­16Summer CW61

https://webcourses.ucf.edu/courses/1200229 3/4

Date Details

Mon Jun 27, 2016 Corpus Linguistics(https://webcourses.ucf.edu/courses/1200229/assignments/4581153)

due by 11:59pm

Thu Jun 30, 2016 Asteroid Day (https://webcourses.ucf.edu/calendar?event_id=1263554&include_contexts=course_1200229)

12am

Sat Jul 2, 2016

Design the Methodology for Research Project(https://webcourses.ucf.edu/courses/1200229/assignments/4581155)

due by 11:59pm

Exploring COCA and COHA(https://webcourses.ucf.edu/courses/1200229/assignments/4581135)

due by 11:59pm

Mon Jul 4, 2016 Fourth of July holiday (https://webcourses.ucf.edu/calendar?event_id=1263555&include_contexts=course_1200229)

12am

Tue Jul 5, 2016

Withdrawal deadline (https://webcourses.ucf.edu/calendar?event_id=1264987&include_contexts=course_1200229)

12am

Phonetics (https://webcourses.ucf.edu/courses/1200229/assignments/4581164) due by 11:59pm

Spelling Reform part 1(https://webcourses.ucf.edu/courses/1200229/assignments/4581169)

due by 11:59pm

Fri Jul 8, 2016 Spelling Reform part 2(https://webcourses.ucf.edu/courses/1200229/assignments/4581170)

due by 11:59pm

Sat Jul 9, 2016 Test Your Methodology(https://webcourses.ucf.edu/courses/1200229/assignments/4611471)

due by 11:59pm

Mon Jul 11, 2016

Phonology (https://webcourses.ucf.edu/courses/1200229/assignments/4581165) due by 11:59pm

Spelling Reform part 3(https://webcourses.ucf.edu/courses/1200229/assignments/4581152)

due by 11:59pm

Fri Jul 15, 2016 Write & Read Titles in IPA(https://webcourses.ucf.edu/courses/1200229/assignments/4581144)

due by 11:59pm

Sat Jul 16, 2016 PHONOLOGY & IPA TEST(https://webcourses.ucf.edu/courses/1200229/assignments/4581143)

due by 11:59pm

Mon Jul 18, 2016 Language Change (https://webcourses.ucf.edu/courses/1200229/assignments/4581160) due by 11:59pm

Sat Jul 23, 2016 Rough Draft of Research Paper(https://webcourses.ucf.edu/courses/1200229/assignments/4581167)

due by 11:59pm

Mon Jul 25, 2016 Language Variation(https://webcourses.ucf.edu/courses/1200229/assignments/4581161)

due by 11:59pm

Sat Jul 30, 2016 Using DARE *G* (https://webcourses.ucf.edu/courses/1200229/assignments/4581139) due by 11:59pm

sample

3/19/2017 LIN5137­16Summer CW61

https://webcourses.ucf.edu/courses/1200229 4/4

Date Details

Wed Aug 3, 2016

office hours canceled (https://webcourses.ucf.edu/calendar?event_id=1286557&include_contexts=course_1200229)

10am to 11:30am

Final Research Paper(https://webcourses.ucf.edu/courses/1200229/assignments/4581158)

due by 11:59pm

Thu Aug 4, 2016 Extra Credit: Antedate the OED *G*(https://webcourses.ucf.edu/courses/1200229/assignments/4581156)

due by 11:59pm

Fri Aug 5, 2016 FINAL EXAM (https://webcourses.ucf.edu/courses/1200229/assignments/4581136) due by 11:59pm

Sat Aug 6, 2016 Course Letter Grade(https://webcourses.ucf.edu/courses/1200229/assignments/4581154)

due by 11:59pm

Fri Aug 12, 2016 Grades available on myUCF (https://webcourses.ucf.edu/calendar?event_id=1264988&include_contexts=course_1200229)

12am

sample

3/19/2017 Readings : LIN5137­16Summer CW61

https://webcourses.ucf.edu/courses/1200229/pages/readings 1/5

Readings

The main course textbook is Mihalicek, Vedrana, and Christin Wilson, Eds. Language Files:Materials for an Introduction to Language and Linguistics. 11e. Columbus: OSUP, 2011. ISBN:978­0­8142­5179­9. (LF)

Will you need this book? Yes. You can't pass the course without it.

This book uses the International Phonetic Alphabet (IPA) in a way that is slightly differentfrom the way we will use it. I will supplement the IPA information for you­­just be aware thatwhat you read will be slightly different from what you learn to write.

LF associated webpage: http://linguistics.osu.edu/research/pubs/lang­files(http://linguistics.osu.edu/research/pubs/lang­files)

Textbook excerpts (these should tide you over until your book arrives):

Language Files (LF): 1.0, 1.1., 1.2, 1.3, 1.4 [NOT 1.5], 1.6(https://webcourses.ucf.edu/courses/1200229/files/54208805/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208805/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208805/download?wrap=1)LF 7.0, 7.1, 7.2, 7.3, 7.4, 7.5, 7.6(https://webcourses.ucf.edu/courses/1200229/files/54208736/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208736/download?wrap=1)

(https://webcourses.ucf.edu/courses/1200229/files/54208736/download?wrap=1)LF 11.4, 11.6 (https://webcourses.ucf.edu/courses/1200229/files/54208797/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208797/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208797/download?wrap=1)

Dic埁onaries:

sample

3/19/2017 Readings : LIN5137­16Summer CW61

https://webcourses.ucf.edu/courses/1200229/pages/readings 2/5

These are the dictionaries we will use for this class. Every dictionary is different, and for this class we need to stay on the same page, so please donot substitute Google or dictionary.com or any other dictionary. All of the dictionaries below are available to you free online, so you won't need topurchase a new dictionary unless you want to. (However, if you own a printed dictionary that is more than 10 years old, you should replace it.)

OED: Oxford English Dictionary. Available free online to students with valid UCF library cards. If you are off­campus, you can try this directlink: http://www.oed.com.ezproxy.net.ucf.edu/ (http://www.oed.com.ezproxy.net.ucf.edu/) If that link doesn't work, click "UCF Library Tools" in theleft toolbar, then click "Articles & Databases," then click "O"," then scroll down to find the OED. (The OED is listed under the letter "O" as "OED:Oxford English Dictionary" and is not the same as "Oxford Dictionaries" or "Oxford Reference Online" or any other link that starts with "Oxford." If youstill can't find the OED, contact the Ask A Librarian service http://library.ucf.edu/Ask/ (http://library.ucf.edu/Ask/) )

American Heritage Dictionary (AHD). This dictionary is online at http://www.ahdictionary.com/ (http://www.ahdictionary.com/) for free! Onoccasion this website has crashed, a problem that you can avoid by purchasing the dictionary (preferably the app, instead of the hard copy, for bettersearching­­particularly during exams). You may wish to delay buying anything until/unless the website actually does crash; if you go that route, besure to know where you can get it in a hurry.

Merriam­Webster Dictionary (MWD). This dictionary is online at http://merriam­webster.com (http://merriam­webster.com) for free! Again, forextra security you can purchase a copy (preferably the app for easier searching) but you probably won't need to; I haven't known this website to crash.(Which doesn't mean it won't ever happen, of course.) For $29.95/year you can get access to the Unabridged and its advanced search features andextended etymologies, but for this class, you don't need it.

Dictionary of American Regional English (DARE). Available free online to students with valid UCF library cards. If you are off­campus, you can trythis direct link: http://www.daredictionary.com.ezproxy.net.ucf.edu/ (http://www.daredictionary.com.ezproxy.net.ucf.edu/) , or click "UCF LibraryTools" in the left toolbar, then click "Articles & Databases," then click "D"," then scroll down to find DARE.

Addi埁onal required readings include:

Brookes, Ian. 2007. New Words and Corpus Frequency. (https://webcourses.ucf.edu/courses/1200229/files/54208799/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208799/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208799/download?wrap=1) Dictionaries: Journal of the Dictionary Society of North America 28.142­45.

sample

3/19/2017 Readings : LIN5137­16Summer CW61

https://webcourses.ucf.edu/courses/1200229/pages/readings 3/5

Brown, David West. 2008. Paris Hilton, Brenda Frazier, Blogs, and the Proliferation of Celebu­.(https://webcourses.ucf.edu/courses/1200229/files/54208792/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208792/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208792/download?wrap=1) American Speech 83.3. 312­25.

Carney, Edward. 1999. English Spelling is Kattastroffik. (https://webcourses.ucf.edu/courses/1200229/files/54208702/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208702/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208702/download?wrap=1) from Bauer, Laurie, and Peter Trudgill, eds. Language Myths. NY:Penguin.

Chen, Rong. 1996. Conversational Implicature and Characterisation in Reginald Rose's (https://webcourses.ucf.edu/courses/1200229/files/54208790/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208790/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208790/download?wrap=1) Twelve Angry Men.(https://webcourses.ucf.edu/courses/1200229/files/54208790/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208790/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208790/download?wrap=1) Language and Literature 5.1. 31­47.

Davies, Mark. 2010. The Corpus of Contemporary American English As The First Reliable Monitor Corpus of English(https://webcourses.ucf.edu/courses/1200229/files/54208801/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208801/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208801/download?wrap=1) . Literary and Linguistic Computing 25.4. 447­64.

Flight of the Conchords. Jenny. https://youtu.be/mlYkIJVguCU (https://youtu.be/mlYkIJVguCU)

(https://youtu.be/mlYkIJVguCU)

Hall­Lew, Lauren. 2014. How to Write an Essay in Linguistics. (https://webcourses.ucf.edu/courses/1200229/files/54470733/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54470733/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54470733/download?wrap=1) This handout from the University of Edinburgh's Linguistics & EnglishLanguage program is also online here: http://www.lel.ed.ac.uk/~lhlew/WritingGuidance.pdf (http://www.lel.ed.ac.uk/~lhlew/WritingGuidance.pdf)

Hendrix, Steve. 2005. Why Stevie Can't Spell: After more than three decades of manglingwords, a mortified writer sets out to get some answers.(https://webcourses.ucf.edu/courses/1200229/files/54208704/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208704/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208704/download?wrap=1) WashingtonPost (20 Feb. 2005). W26. A humorous article in the Washington Post Sunday magazine. If youhave an account at the Washington Post, you may be able to get the original article from thearchive; the pictures are hilarious. One of them (right) shows the writer standing at thechalkboard with some third­graders. You can also find full text­­without photos­­in the ProQuestNational Newspapers database available from the library (click UCF Library Tools in the lefttoolbar). You might be interested in Hendrix's related blogpost here: https://www.washingtonpost.com/blogs/local/wp/2014/05/28/a­reporter­who­cant­spell­lets­send­him­to­the­spelling­bee/(https://www.washingtonpost.com/blogs/local/wp/2014/05/28/a­reporter­who­cant­spell­lets­send­him­to­the­spelling­bee/)

Howard, Rebecca Moore. 2014. Why This Humanist Codes. (https://webcourses.ucf.edu/courses/1200229/files/54208798/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208798/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208798/download?wrap=1) Research in the Teaching of English 49.1. 75­81. The value of thisarticle lies in its explanation of why empirical research is important, not its focus on "coding" specifically.

sample

3/19/2017 Readings : LIN5137­16Summer CW61

https://webcourses.ucf.edu/courses/1200229/pages/readings 4/5

Kerr, Unmesh. 2001. Deconstructing Dyslexia: Blame It On The Written Word(https://webcourses.ucf.edu/courses/1200229/files/54208703/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208703/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208703/download?wrap=1) . Time 157.12 (26 Mar. 2001). 56. You can find full text in theProQuest database (available from the library; click UCF Library Tools in the left toolbar).

Lawrence, Wayne P. 2002. Do Native Speakers Know What Words Mean? (https://webcourses.ucf.edu/courses/1200229/files/54208776/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208776/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208776/download?wrap=1) American Speech 77.3. 325­27. Also read the follow­up comment,"Intuition, Data, and Meaning" by Ronald R. Butters, in the same .pdf file.

Macaulay, Monica. 2011. Surviving Linguistics: A Guide for Graduate Students. 2e. Somerville, MA: Cascadilla Press. Read Ch. 3 "Writing Basics,"(https://webcourses.ucf.edu/courses/1200229/files/54486164/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54486164/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54486164/download?wrap=1) and Ch. 4 "Writing Mechanics."(https://webcourses.ucf.edu/courses/1200229/files/54486165/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54486165/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54486165/download?wrap=1)

Martin, Demetri. "The Job Interview." Important Things with Demitri Martin. http://on.cc.com/QDfxVS (http://on.cc.com/QDfxVS)

Plotz, David. "How Does a Lexicographer Work?(http://www.slate.com/articles/podcasts/working/2014/12/david_plotz_talks_to_merriam_webster_lexicographer_kory_stamper_about_looking.html) "Listen to this .mp3 podcast interview of Merriam­Webster's Kory Stamper.

Robinson, Justyna A. 2012. A Gay Paper: Why Should Sociolinguistics Bother with Semantics?(https://webcourses.ucf.edu/courses/1200229/files/54208779/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208779/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208779/download?wrap=1) English Today 28.4 (December). 38­54.

Yoel, Judith. 2012. How to write a paper in Linguistics. (https://webcourses.ucf.edu/courses/1200229/files/54470738/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54470738/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54470738/download?wrap=1) This powerpoint presentation from a writing workshop is also onlinehere: http://www.oranim.ac.il/sites/heb/SiteCollectionImages/pictures/english/workshop/Judith's%20pp.pdf

We'll use additional resources that will be linked from your assignments­­many are also on the Resources(https://webcourses.ucf.edu/courses/1200229/pages/resources) page and/or on other Pages in the course (click "View All Pages" above to see them).

Also, you will use a reading as the basis for a semester research project:

The "default" reading for the assignment, chosen because it is the most straightforward, is this one:

Zorn, Julie Anne. 2004. Making FUDGE: Testing Metcalf's Predictive Method for New­Word Success.(https://webcourses.ucf.edu/courses/1200229/files/54208780/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208780/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208780/download?wrap=1) Dictionaries: Journal of the Dictionary Society of NorthAmerica 25. 122­36. (Metcalf's method is outlined here. (https://webcourses.ucf.edu/courses/1200229/files/54208735/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208735/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208735/download?wrap=1) )

I expect that most of you will just stick with the default.

However, you can choose to base your research project on a different reading. You can use any of the readings below­­or you can choose a differentreading, with my approval, when you submit this assignment: Confirm Topic for Research Project(https://webcourses.ucf.edu/courses/1200229/assignments/4610482)

Aaron, Jessi Elana. 2010. An Awkward Companion: Disability and the Semantic Landscape of English Lame.(https://webcourses.ucf.edu/courses/1200229/files/54208765/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208765/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208765/download?wrap=1) " Journal of English Linguistics 38.1. 25­55.

sample

3/19/2017 Readings : LIN5137­16Summer CW61

https://webcourses.ucf.edu/courses/1200229/pages/readings 5/5

Aarts, Flor. 1994. "Relative Who and Whom: Prescriptive Rules and Linguistic Reality.(https://webcourses.ucf.edu/courses/1200229/files/54208770/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208770/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208770/download?wrap=1) " American Speech 69.1. 71­79

Baayen, R. Harald and Antoinette Renouf. 1996. "Chronicling the Times: Productive Lexical Innovations in an English Newspaper(https://webcourses.ucf.edu/courses/1200229/files/54208803/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208803/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208803/download?wrap=1) ." Language 72.1. 69­96.

Baranowski, Maciej. 2002. "Current Usage of the Epicene Pronoun in Written English.(https://webcourses.ucf.edu/courses/1200229/files/54208778/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208778/download?wrap=1) (https://webcourses.ucf.edu/courses/1200229/files/54208778/download?wrap=1) " Journal of Sociolinguistics 6.3. 378­397.

sample

3/19/2017 Introduction to the Course: LIN5137­16Summer CW61

https://webcourses.ucf.edu/courses/1200229/pages/introduction­to­the­course 1/1

Introducon to the Course

"Language, the most valuable single possession of the human race." ­Charles F. Hockett, 1958, A Course in Modern Linguistics (http://books.google.com/books/about/A_Course_in_Modern_Linguistics.html?

id=uwsYAAAAMAAJ) , ch. 1

Welcome to LIN 5137 Linguistics! I look forward to an exciting, if somewhat hectic, semester. Why hectic? Well, summer semester has a compressedtimeline, for one thing, and your first assignments are due on the first day of the semester. :) We start quickly in order to help you determine­­beforethe drop period ends­­whether this class is right for you.

Some information to get you started:

FIRST: If you don't have your textbooks yet, please order them ASAP. You will need them to do well. See the Readings (https://webcourses.ucf.edu/courses/1200229/pages/readings) page or the UCF bookstore website (http://shopucf.com) for more info. You will findtextbook excerpts on the readings page­­these should tide you over until your book arrives.

SECOND: Read the course Syllabus (https://webcourses.ucf.edu/courses/1200229/assignments/syllabus) carefully, including the .pdfSyllabus document on that page. Print that .pdf document and keep it in a safe place (especially the printed­out page of tech help information!) If youthink you might be interested in completing some assignments with a group, see the page about Study Groups(https://webcourses.ucf.edu/courses/1200229/pages/study­groups) .

THIRD: Click your name in the top right corner, then click "Notifications" in the left margin, and set your notifications so that you don't miss anything. Irecommend that you set the following items to "ASAP": Due Date, Course Content, Files, Announcement, Grading, Invitation, Discussions (everythingin this category), Communications (everything in this category), Calendar, Alerts (everything in this category), Submission Comment. See here formore information: https://community.canvaslms.com/docs/DOC­1286 (https://community.canvaslms.com/docs/DOC­1286)

These notifications are helpful, but you also need to keep track of your own work. A complete list of deadlines can be found in the Calendar (click"Calendar" in the toolbar at the top of the page) and on the Syllabus (https://webcourses.ucf.edu/courses/1200229/assignments/syllabus) webpage. Ifyou use an electronic calendar such as Google or Outlook, you can import the information from Webcourses into your own calendar. Instructions areonline here: https://community.canvaslms.com/docs/DOC­4121#jive_content_id_Profile_and_User_Settings(https://community.canvaslms.com/docs/DOC­4121#jive_content_id_Profile_and_User_Settings) (scroll down to the Calendar section). Contact techsupport if you need more information. Do not trust the automated "to do" list. That list is incomplete by design(see http://online.ucf.edu/support/webcourses/other/to­do­list/ (http://online.ucf.edu/support/webcourses/other/to­do­list/) for more information).

FOURTH: If you haven’t used Webcourses before, review the information at http://learn.ucf.edu (http://learn.ucf.edu) . You will need reliable accessto a computer with internet access. In a pinch, there are computers accessible to you in all UCF's computer labs, and most computer labs havecomputers connected to the internet.

DON'T PANIC: If you experience any difficulties (e.g. power outage during an exam, canvas functionality seems to change suddenly, computer marksa quiz question wrong when it should be right, you submit your assignment one minute before the deadline but the computer marks it late, etc.), don'tpanic! Many students have found that if they restart their browser after a power outage and return to what they were doing, everything works fine. Buteven if that happy ending doesn't come true for you, whatever has gone wrong can be fixed. Just let me know what happened, and we'll work out whatto do.

Thanks for enrolling in this course! We're going to have a great semester. :)

Dr. Young

sample

3/19/2017 Assignments: LIN5137­16Summer CW61

https://webcourses.ucf.edu/courses/1200229/assignments 1/4

Search for Assignment

Group Assignment (https://webcourses.ucf.edu/courses/1200229/assignments/new)

Readings & Exercises (Ungraded)

Linguistics, Language Files, Empirical Research(https://webcourses.ucf.edu/courses/1200229/assignments/4581162)Due May 17, 2016 at 11:59pm

Pragmatics, Politeness (https://webcourses.ucf.edu/courses/1200229/assignments/4581166)Due May 31, 2016 at 11:59pm

Semantics, Borrowings, Dictionaries (https://webcourses.ucf.edu/courses/1200229/assignments/4581168)Due Jun 6, 2016 at 11:59pm

Syntax (https://webcourses.ucf.edu/courses/1200229/assignments/4581171)Due Jun 13, 2016 at 11:59pm

Morphology (https://webcourses.ucf.edu/courses/1200229/assignments/4581163)Due Jun 20, 2016 at 11:59pm

Corpus Linguistics (https://webcourses.ucf.edu/courses/1200229/assignments/4581153)Due Jun 27, 2016 at 11:59pm

Phonetics (https://webcourses.ucf.edu/courses/1200229/assignments/4581164)Due Jul 5, 2016 at 11:59pm

Phonology (https://webcourses.ucf.edu/courses/1200229/assignments/4581165)Due Jul 11, 2016 at 11:59pm

Language Change (https://webcourses.ucf.edu/courses/1200229/assignments/4581160)Due Jul 18, 2016 at 11:59pm

Language Variation (https://webcourses.ucf.edu/courses/1200229/assignments/4581161)Due Jul 25, 2016 at 11:59pm

Assignments

First Day Activities (https://webcourses.ucf.edu/courses/1200229/assignments/4581159)Due May 16, 2016 at 11:59pm

Introduce Yourself and Meet Your Classmates(https://webcourses.ucf.edu/courses/1200229/assignments/4622022)Due May 19, 2016 at 11:59pm

Quiz About Quizzes (https://webcourses.ucf.edu/courses/1200229/assignments/4608060)

sample

3/19/2017 Assignments: LIN5137­16Summer CW61

https://webcourses.ucf.edu/courses/1200229/assignments 2/4

Closed | Due May 21, 2016 at 11:59pm

Take the Sound Symbolism Survey (https://webcourses.ucf.edu/courses/1200229/assignments/4581172)Due May 20, 2016 at 11:59pm

Testing Language Productivity (https://webcourses.ucf.edu/courses/1200229/assignments/4581150)Due May 27, 2016 at 11:59pm | 10 pts

Comment on the Results of the Sound Symbolism Survey(https://webcourses.ucf.edu/courses/1200229/assignments/4581149)Due May 23, 2016 at 11:59pm | 5 pts

Quiz 1: Linguistics, Language Files, Empirical Research(https://webcourses.ucf.edu/courses/1200229/assignments/4581140)Closed | Due May 28, 2016 at 11:59pm | 50 pts

Analyze Pragmatics and Politeness (https://webcourses.ucf.edu/courses/1200229/assignments/4581148)Due Jun 3, 2016 at 11:59pm | 20 pts

Quiz 2: Pragmatics, Politeness (https://webcourses.ucf.edu/courses/1200229/assignments/4581142)Closed | Due Jun 4, 2016 at 11:59pm | 50 pts

How Many Words Do You Know? (https://webcourses.ucf.edu/courses/1200229/assignments/4581147)Due Jun 10, 2016 at 11:59pm | 10 pts

Quiz 3: Semantics, Borrowings, Dictionaries(https://webcourses.ucf.edu/courses/1200229/assignments/4581138)Closed | Due Jun 11, 2016 at 11:59pm | 50 pts

Advanced Dictionaries (and Historical Thesaurus) *G*(https://webcourses.ucf.edu/courses/1200229/assignments/4581137)Due Jun 17, 2016 at 11:59pm | 110 pts

Quiz 4: Syntax (https://webcourses.ucf.edu/courses/1200229/assignments/4581141)Closed | Due Jun 18, 2016 at 11:59pm | 50 pts

Invent a Compound/Complex Word (https://webcourses.ucf.edu/courses/1200229/assignments/4581145)Due Jun 24, 2016 at 11:59pm | 10 pts

MORPHOLOGY TEST (https://webcourses.ucf.edu/courses/1200229/assignments/4581134)Closed | Due Jun 25, 2016 at 11:59pm | 100 pts

Exploring COCA and COHA (https://webcourses.ucf.edu/courses/1200229/assignments/4581135)Due Jul 2, 2016 at 11:59pm | 50 pts

Spelling Reform part 1 (https://webcourses.ucf.edu/courses/1200229/assignments/4581169)Due Jul 5, 2016 at 11:59pm

Spelling Reform part 2 (https://webcourses.ucf.edu/courses/1200229/assignments/4581170)Due Jul 8, 2016 at 11:59pm

Spelling Reform part 3 (https://webcourses.ucf.edu/courses/1200229/assignments/4581152)Due Jul 11, 2016 at 11:59pm | 30 pts

sample

3/19/2017 Assignments: LIN5137­16Summer CW61

https://webcourses.ucf.edu/courses/1200229/assignments 3/4

Write & Read Titles in IPA (https://webcourses.ucf.edu/courses/1200229/assignments/4581144)Due Jul 15, 2016 at 11:59pm | 10 pts

PHONOLOGY & IPA TEST (https://webcourses.ucf.edu/courses/1200229/assignments/4581143)Closed | Due Jul 16, 2016 at 11:59pm | 100 pts

Using DARE *G* (https://webcourses.ucf.edu/courses/1200229/assignments/4581139)Due Jul 30, 2016 at 11:59pm | 50 pts

Research Project

Confirm Topic for Research Project (https://webcourses.ucf.edu/courses/1200229/assignments/4610482)Due Jun 11, 2016 at 11:59pm | 5 pts

Update the Literature Review (https://webcourses.ucf.edu/courses/1200229/assignments/4581173)Due Jun 25, 2016 at 11:59pm | 10 pts

Design the Methodology for Research Project(https://webcourses.ucf.edu/courses/1200229/assignments/4581155)Due Jul 2, 2016 at 11:59pm | 10 pts

Test Your Methodology (https://webcourses.ucf.edu/courses/1200229/assignments/4611471)Closed | Due Jul 9, 2016 at 11:59pm | 10 pts

Rough Draft of Research Paper (https://webcourses.ucf.edu/courses/1200229/assignments/4581167)Due Jul 23, 2016 at 11:59pm | 10 pts

Extra Credit

Extra Credit: Antedate the OED *G* (https://webcourses.ucf.edu/courses/1200229/assignments/4581156)Closed | Due Aug 4, 2016 at 11:59pm | 20 pts

End of Course Assignments

FINAL EXAM (https://webcourses.ucf.edu/courses/1200229/assignments/4581136)Closed | Due Aug 5, 2016 at 11:59pm | 150 pts

Final Research Paper (https://webcourses.ucf.edu/courses/1200229/assignments/4581158)Due Aug 3, 2016 at 11:59pm | 100 pts

Course Letter Grade (https://webcourses.ucf.edu/courses/1200229/assignments/4581154)Due Aug 6, 2016 at 11:59pm

sample

3/19/2017 Assignments: LIN5137­16Summer CW61

https://webcourses.ucf.edu/courses/1200229/assignments 4/4

sample

3/19/2017 Advice: LIN5137­16Summer CW61

https://webcourses.ucf.edu/courses/1200229/pages/advice 1/2

Advice

Every semester someone writes to me in a panic, saying, "HELP! I need this class to graduate, and I'm not doing very well!"

This class can be challenging, but every semester, people DO learn the material and go on to graduate. You can succeed too. Here’s some advice:

1. Keep up with the work! Each chapter builds on the next, so you can’t easily catch up if you fall behind. If you don’t understand a chapter, spendextra time on it NOW. The next chapter will be more of the same—only harder. Read the information I post in the Pages(https://webcourses.ucf.edu/courses/1200229/pages/) and Discussions (https://webcourses.ucf.edu/courses/1200229/discussion_topics) sections ofthe course. It seems that every semester, at least one desperate, failing student will confess that he or she didn’t read this material because “I didn’thave time.” If you’re busy, you’re busy, but skipping this information is like skipping class: you’ll learn less.

All deadlines are listed on the Syllabus (https://webcourses.ucf.edu/courses/1200229/assignments/syllabus) . Take the time to note these deadlines onyour own calendar—don’t rely on the “to do” prompts in Webcourses to tell you everything you need to know. I have already heard more “But I didn’tsee it in the Webcourses to­do list” complaints than I can count. It’s not Webcourses job to make sure you do your work—it is your job. (I know youknow this.) If you're curious, here's an explanation of how the automated software compiles the "to do"list: http://online.ucf.edu/support/webcourses/other/to­do­list/ (http://online.ucf.edu/support/webcourses/other/to­do­list/)

A special note to those of you who are working full­time, enrolled in 12 hours or more, dealing with serious medical problems and taking care of familymembers, all during the same semester: don’t be too hard on yourselves. You may not be able to earn an A when you are extremely busy. Thisdoesn’t mean you’re a failure; it just means you are overloaded. I know it hurts to earn a lower grade in these circumstances, but sometimes that’s thehand we are dealt. (My boss grades me every year. Trust me, I have been there.)

2. Do the exercises at the end of each chapter! Learning about language is a lot like learning math. The material is easier to understand when youpractice with it.

3. Identify where problems are coming from. If your grade isn’t what you need it to be, why not? Are you having trouble meeting deadlines? Areyou having trouble understanding IPA? Do you get confused by specialized terms such as "transitive verb" or "phoneme"? etc. The solution willobviously be different depending on what the problem is. It’s very rare for someone to be confused about everything, and if you let yourself believe theproblem is everything, you can become too overwhelmed to continue. Look back through your graded work and see if you can identify where theproblems occur and why. Then you’ll be able to ask better questions.

4. Ask questions! You don’t have to teach yourself. When you run into trouble understanding something, or when something doesn’t seem to besinking in, or when you feel like you spend hours just figuring out the instructions, ASK ME ABOUT IT. I CAN HELP YOU.

I can't tell what needs more explanation until you ask. But not all questions are equally answerable.

Ask specific questions with specific examples. Some questions can’t be answered until you make them more specific.

Instead of "I don’t understand any of this stuff!" give an example of what confuses you: "Why is yard (a unit of distance) not a cognate of yard(as in back yard) when both words are spelled exactly the same way and both date from Old English?" Instead of “Please check my work before I turn it in—did I answer everything right?” ask about a specific aspect of the assignment: “I justwant to make sure that I understand what is meant by The unstressed 'e' at the end of a word is phonetically schwa. Does this include both the 'e'at the end of the word such as in the word cuppe and also in the case of the 'e' in 'en' such as in the word hyden?"Instead of "These directions make no sense to me!" tell me which part you don't understand. If you can make a guess about what you thinkthe directions mean, so much the better. Is the vocabulary too unfamiliar? Are you wondering whether your answer will use IPA symbols orregular spelling? Are you not sure whether the answer is explicitly given in your textbook or something you have to figure out yourself? Are younot sure how to figure out the answer from the evidence provided? Unless you narrow down your question, I won't know how to explain thedirections any better than I have already explained them.

I'll sometimes paste the private Q&A anonymously to Discussions, since I've noticed that many times more than one person has the same question.It'll help immensely if you put your questions in the Discussions to begin with, and even more immensely if you'll help answer each other's questions.:)

sample

3/19/2017 Advice: LIN5137­16Summer CW61

https://webcourses.ucf.edu/courses/1200229/pages/advice 2/2

5. Don’t ditch your group! If you’re confused when completing group work, don’t disappear and tell yourself “I couldn’t have helped them anyway.” You’ll learn by participating, not by letting other people do the work for you. And if your group seems equally confused, help each other to formulateuseful questions to ask me.

6. Seek out ancillary resources both in and out of the course. Many helpful resources are linked from the course, especially in Pages(https://webcourses.ucf.edu/courses/1200229/pages/) (and more especially the Resources(https://webcourses.ucf.edu/courses/1200229/pages/resources) page).

Also, remember that you very likely have other references at your fingertips. Some of these questions will be answered in a handbook (e.g., QuickAccess, Everyday Writer, etc.­­often assigned in first­year composition) or a good dictionary (use the dictionaries I have assigned!)

However, as you know, Internet sources can be unreliable, so please be careful out there. Just last semester, one student found a website (from acompany selling a grammar checker!) that was breathtakingly wrong about very basic concepts, while another student did poorly on the final exambecause of relying on a faulty Wikipedia entry.

When good students run into trouble, it's usually because they have read the chapter, understood the chapter, and figured their job was done. Or theyread the chapter, didn't understand it, and simply kept reading it over and over hoping things would be different next time. You can’t learn this materialonly through reading about it. And your job is NOT done when you understand the readings. Your job is done when YOU can APPLY the concepts tonew examples. Simply reading and understanding the chapter will not be enough. See the Resources(https://webcourses.ucf.edu/courses/1200229/pages/resources) page for study tips, and share any additional great study ideas you develop—I’malways collecting good strategies to pass along to future classes.

sample

3/19/2017 Grade FAQs: LIN5137­16Summer CW61

https://webcourses.ucf.edu/courses/1200229/pages/grade­faqs 1/3

Grade FAQs

"Quiz" Grade:How can I view my detailed quiz results?Can I get partial credit for my answer?I know I answered that question but now it looks blank (or it shows a different answer than what I know I selected)The assignment says that my view of the answers is blocked. How can I see your comments?

Course Grade:What is my course grade?Why is the percent wrong?How do I know how many points I have?How do I know what my overall percent is?Why did the extra credit make my average grade go down?It's midterm and according to the points I have an F. Why?Hey, you said the course grade will be based on 1000 points. Why does the gradebook show a different number?What is my course letter grade?How many points do I need to earn an X in this class?Can I still earn an X in this class?

These FAQs are online 24/7; Dr. Young is not. Please check here before asking a question about your quiz grade or course grade (scroll down). If yourquestion is not answered here, contact Dr. Young through the Conversations tool (click "Inbox" at the top right of your screen).

"Quiz" Grade:

How can I view my detailed quiz results? Teacher screens are different from student screens, so I can't give you step­by­step instructions, but thiswebpage appears to give the answer: https://community.canvaslms.com/docs/DOC­3170 (https://community.canvaslms.com/docs/DOC­3170) . Tech Support can also help, and you can also look through the Canvas Student Guides (click "Help" at the top right corner of the screen).

Can I get partial credit for my answer? I check every Q&A before I release the grades, so chances are that you did already get partial credit. Clickthrough to the individual question view, and look in the top right corner of the question box to see how much credit you earned on that question. In theexample below, the student earned full credit, 3 of 3 points. Notice that the red flag remains even after the grade has been changed.

If the question has not yet been graded, the top right corner will say "Not Yet Graded."

I know I answered that question but now it looks blank (or it shows a different answer than what I know I selected). I can grade only what Ican see. If you have technical problems with the quiz, please contact tech support (click "Help" at the top right corner of the screen). If Tech Support

sample

3/19/2017 Grade FAQs: LIN5137­16Summer CW61

https://webcourses.ucf.edu/courses/1200229/pages/grade­faqs 2/3

tells me that Webcourses caused the problem, I can adjust your grade. If Tech Support is noncommittal, I can't.

The assignment says that my view of the answers is blocked. How can I see your comments? Please ask me to unblock the assignment­­unless it is an exam, I will unblock it asap. Unfortunately, releasing grades requires multiple clicks on more than one screen, and though I strive forperfection, it is easy to miss a click somewhere.

Course Grade:

What is my course grade? When you look at your grades, scroll down to the bottom of the page and you'll see something like this:

In this image:

926.5 = points earned (the numerator of the fraction)

1043 = points attempted (the denominator of the fraction)

Hover your mouse over any percentage and the hovertext will display the points that the percentage is based on (points earned / points attempted *100). Hover your mouse over the point total, and the hover text will display the percentage.

The average assignments grade is 88.7%. Does this mean you have a B+ in the class? No, because the average percent is NOT your grade. You haveearned 926.5 points, which means your grade is an A­.

“Why is the percent wrong?” The percent average is not wrong. It just tells you how many points you’ve earned **from the assignments you haveattempted**. If you only completed one 10­point assignment, and if you earned 9 points on it, your average would be 90%, but you would obviously notdeserve an A in the class.

“How do I know how many points I have? Do I have to add everything up myself?” You could add everything up yourself, but you don’t have to.Just look in the Total row.

“How do I know what my overall percent is? Do I have to do the math myself?” You could do the math yourself, but you don’t have to. Hover yourmouse over that 926.5/1043 and your percent average will show in the hovertext.

“Why did the extra credit make my average grade go down? I should not be penalized for doing extra credit!” Of course you are notpenalized for doing extra credit! The percent average is NOT your grade. Every point you earned on the extra credit is included in the total points youhave earned. Doing the extra credit can only help your grade, never hurt it.

“It’s midterm and according to the points I have an F. Why?” Because you haven’t finished the course. In any course, if you earned nothing butzeros after the midterm, you would have an F. It is extremely unlikely that you will earn zeros from now on, so you can expect your grade to go up. Toget a rough idea of where you are so far, hover your mouse over the point total to see the percent.

“Hey, you said the course grade will be based on 1000 points. Why does the gradebook show a different number?” The gradebook shows thenumber of points you have attempted. If you do extra credit, you’ll see a denominator higher than 1000 (as in this example). If you don’t complete allthe assignments, you might see a denominator lower than 1000. The denominator does not matter! The only thing that determines your grade is thenumerator: how many points have you earned?

What is my course letter grade? I will enter the course letter grade after everything in the course has been graded, including the final exam. Forsome reason, Webcourses displays it in parentheses, in a tiny gray font, next to a couple of meaningless numbers. In the example above, the courseletter grade is A­.

How many points do I need to earn an X in this class? You will find the points grading scale on the syllabus. It will look something like thisexample:

A 931­1000+

A­ 900­930

sample

3/19/2017 Grade FAQs: LIN5137­16Summer CW61

https://webcourses.ucf.edu/courses/1200229/pages/grade­faqs 3/3

B+ 861­899

B 831­860

B­ 800­830

C+ 761­799

C 700­760

C­ (not used)

D+ 661­699

D 631­660

D­ 600­630

F below 600

If there are any differences between the Syllabus and the example above, it's the Syllabus that is correct.

Can I still earn an X in this class? You can answer this question yourself by doing some simple arithmetic:

1. Write down the "points possible" for each remaining assignment.

2. Add those points to what you have already earned.

3. That total is the highest grade you can earn. For example, if you have earned 380 points, and there are 505 points left, the highest grade you canearn is 380 + 505 = 885, a B+. (See official grading scale on syllabus)

4. To estimate your likely grade if you continue working at the same level, hover your mouse over the total points (to see your percent), move thedecimal one place to the right, and compare it to the chart. For example, if your current percent is 88.7%, you are on track to earn 887 points, a B+.The Webcourses percent is not exact, but it will give you a rough idea.

sample