EN231 Introduction to Language

for S2QQ 2007

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Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


EN 231 Introduction to Language


S2QQ 2007 HI


Fuller, Carol-Ann


Adjunct Faculty


Master's Degree in English
Master's Degree in Speech Pathology

Office Location

Bldg. 383 - HAFB

Office Hours

Before and after class and by appointment

Daytime Phone




Semester Dates

19 March - 13 May 2007

Class Days


Class Time

7:30 - 10:15 PM

Credit Hours



The Study of Language by George Yule; Cambridge University Press, Third Edition

Additional Resources:

Up-to-date Dictionary
English Handbook
Elements of Style by Strunk & White

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Course Description:
As an introduction to a general study of language, the course deals with the origin, nature, and function of language as a uniquely human phenomenon. The history of English language and a survey of approaches to the analysis of languages are important components. 3:0:3

Educational Philosophy:

Because  language is complex, beautiful, valuable, and versatile, we need to explore and understand our  language in an effort to use it as effectively as possible.  In Introduction to Language we will look at the study of language and we will understand it as the fundamentally human activity.
     The course is different from other English courses; the reading will not be extensive but will be relatively technical.  We will incorporate critical thinking in the course and your thinking about problems and issues will have to be clear and analytical; your writing will need to be precise and thoughtful.  We will discuss hot controversies with careful and dispassionate approaches.  Popular ideas about language are often clouded by ignorance and prejudice; we will work to avoid both.  None of this means, though, that the class will be dull--and I guarantee that you will use what you learn here, both professionally and personally, for the rest of your life. 
   This is not a lecture course -- it is your class so it will be active, hands-on, and your participation is vital.

Learning Outcomes:
  Core Learning Outcomes

  1. Identify standard components of language: phonology, morphology, syntax, semantics
  2. Apply linguistic categories to the problems of language acquisition and dialect variation
  3. Sketch the history of English language and translate/modernize selected archaic texts

Core Assessment:

·        Journals or quizzes

·        Tests

·       Essays*

Link to Class Rubric

Class Assessment:

Chapter readings with study questions [see "Course Topics  section for details]; create and share a list of  vocabulary words related to linguistics ; research papers [topics to be explored in class]; presentations of findings; final exam:  assessments according to Class Rubric


*Critical Essay [Core Assessment]      100 points 
Research Presentation                         100 points
Chapter of Choice Presentation          100 points 
Personal Language Project                  100 points
Final Exam                                          100 points
Points earned based on Rubric:
A = 450 - 500 points
B = 400 - 449 points
C = 350 - 399 points
D = 300 - 349 points
F = Below 300 points 

Late Submission of Course Materials:

Written assignments are due on the date assigned.  Late papers will be accepted if coordinated with the instructor beforehand.  Students are responsible for reading all assignments and for obtaining information regarding assignments made during any absences.

Classroom Rules of Conduct:

This syllabus is your procedure manual for the term.  It is important that you carefully read all of it.  Please refer to these guidelines throughout the term.  You may bring your cell phone to class; please put it on vibrate. 

Course Topic/Dates/Assignments:

Week I  


March 19 & 21  


Introduction; class discussion; review Core Learning Outcomes; Rubric; class requirements and projects; vocabulary; journal  


Read Preface, chapters 1 and 2 and prepare to discuss topics at ends of chapters; vocabulary  




Week II  


March 26 & 28  




Journal; vocabulary; class discussion  




Chapter 3; work on research and individual chapters; vocabulary  




Week III  


April 2 & 4  




Journal; vocabulary; class discussion; language video presentation  






Chapter 6 with discussion of topics; vocabulary; continue work on research and individual chapters  




Week IV  


April 9 & 11  




Journal; vocabulary; group discussion; student presentations  




Chapter 11 with discussion of topics; continue projects; vocabulary  




Week V  


April 16 & 18  




Journal; vocabulary; class discussion; student presentations  




Chapters 12 & 19 with topics; continue work on projects; vocabulary  




Week VI  


April 23 & 25  




Journal; vocabulary; student presentations  




Chapter 20 with topics; finish individual projects and research  




Week VII  


Apr. 30–May 2  




Journal; vocabulary; final presentations  




Loose ends; vocabulary  






Week VIII  


May 7 & 9  




Journal; vocabulary; class discussion; wrap up  


Final Exam on May 9  




Review for test  




Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Offers clearly stated personal and critical insights into language and linguistics. Makes adequate personal and critical statements, which are relevant and interpretive. Provides only a report, which lacks interpretation or point of view. Does not submit assignment or does not respond appropriately to assignment. 
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Incorporates primary and secondary sources using MLA documentation style perceptively and creatively in ways that provide new insights into language problems. Incorporates primary and secondary sources using MLA documentation style adequately without particularly fresh insights, but still retains personal voice. Primary and secondary sources used rarely if at all and without adequate MLA documentation. Insights are predictable. Does not submit assignment or does not respond appropriately to assignment. 
1, 2                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Provides convincing and innovative connections between theory and language. Provides connections between theory and language that are obvious but nonetheless plausible and interesting. Connections remain vague and undeveloped. Critique not supported by close readings. Does not submit assignment or does not respond appropriately to assignment. 
Language and linguistic terminology applied skillfully throughout paper. Language and linguistic terminology used adequately throughout much of the paper. Rarely employs appropriate terminology, misuses it, or omits it altogether. Does not submit assignment or does not respond appropriately to assignment. 
Content of Communication                                                                                                                                                                                                                                   
Skillfully interweaves passages from critical texts and personal statements that illustrate main point of essay. Adequately incorporates some passages with some personal statements that help support thesis, though sometimes strays from main point. Rarely provides specific passages from critical texts or personal research for analysis, or does so without making connections clear. Does not submit assignment or does not respond appropriately to assignment. 
Technical Skill in Communicating                                                                                                                                                                                                                           
Employs conventions of Standard Written English with grace and style in a well organized, fully developed essay. Employs conventions of Standard Written English adequately in a reasonably well organized and developed essay. Writing shows persistent problems with the use of Standard Written English. Statements are often illogical, incomprehensible; organization and development of ideas do not support thesis. Does not submit assignment or does not respond appropriately to assignment. 
Identifies specific features of language characteristics                                                                                                                                                                                                   
Analysis fully and gracefully incorporates discussion of specific language features and functions. Analysis occasionally incorporates discussion of specific language features and functions. Does not incorporate specific language features and functions, or does so in ways that show little or no understanding of concepts . Does not submit assignment or does not respond appropriately to assignment. 
Applies linguistic theory to interpretation                                                                                                                                                                                                                
Gracefully incorporates linguistic theory, which helps to maintain a strong argument. Incorporates linguistic theory adequately in parts of the paper, though the argument is not particularly strong. Does not incorporate linguistic theory, or does so in ways that show little or no understanding of language analysis. Does not submit assignment or does not respond appropriately to assignment. 


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Last Updated:3/18/2007 8:37:17 PM