Plan de trabajo de la asignatura Syntax and stylistics Licenciatura en Enseñanza de (Alemán) (Español) (Francés) (Inglés) (Italiano) como Lengua Extranjera
PLAN DE TRABAJO DE LA ASIGNATURA SYNTAX AND STYLISTICS: ENGLISH
Objetivo general de la asignatura:* Nombre del profesor
To apply the information related to linguistic trends (seen in the courses Linguistics I and II) to the study of syntax and stylistics; to identify some of the most important styles and registers in the English language. María Guadalupe López Arroyo
Periodo lectivo
2016-1
Semestre
4º
* Se recomienda consultar el programa de esta asignatura en el plan de estudios para complementar la información que se brinda aquí
DATOS DE CONTACTO Y HORARIOS Teléfonos SUAyED Correo electrónico Asesoría en salón Asesoría en cubículo
SEA
1
56.23.16.17 56.23.15.71
[email protected] Horario: POR EL SEA Horario: POR EL SEA ( X) Distancia. Se dará la asesoría presencialmente una vez al mes, de acuerdo con el horario que se puede ver en la pestaña de avisos, en SEA
Teléfono particular o celular
04455 38830444 Para ingresar a esta asignatura en SEA: 1) Solicita la contraseña de la materia a tu profesor. 2) Ingresa a http://sae.acatlan.unam.mx 3) Escribe tu usuario: número de cuenta (9 dígitos, sin guión, si te hacen falta números, agrega cero(s) al inicio) 4) Escribe tu contraseña personal: fecha de nacimiento (4 dígitos del año, seguido con 2 del mes y 2 del día: yyyymmdd) 5) Ingresa a SEA, da clic en el nombre de la materia 6) Escribe la contraseña de materia En los ingresos posteriores, sólo se te pedirá tu usuario y tu contraseña personal
LEI María Guadalupe López Arroyo
Plan de trabajo de la asignatura Syntax and stylistics Licenciatura en Enseñanza de (Alemán) (Español) (Francés) (Inglés) (Italiano) como Lengua Extranjera
ACREDITACION DE LA ASIGNATURA
Unidad (es)*
2
Actividades de evaluación
Puntos
1
General Questions: What is Syntactical Theory?
5
1
Exercise
5
EVALUACIÓN PARCIAL Fecha de Fecha de Instrucciones para realizar aplicación o retroalimentación la actividad entrega August 23 August 29 The students will write a summary of some syntactical theories and how they work; the students must use their own words. The students will read the following texts (PDF): The History of Syntax, by Peter W. Culicover Aspects of the Theory of Syntax, by Noam Chomsky. The students can skim the texts in order to find the answers to some questions. The use of different websites (EXCEPT Wikipedia) is allowed, as long as the students cite the original source of information correctly. The summary must be in Arial or Tahoma font, size 12, with a 1.5 line space; it must be between 250 and 500 words long. It is important that the students use their own words in the summary; plagiarism will be penalized. The students will be given information on plagiarism and how to avoid it (from How to avoid plagiarism – Harvard Guide, http://isites.harvard.edu/icb/icb.do?keyword=k70847&page id=icb.page342057)); they will read the text before starting any activities in the course. September 6 September 13 The students will read the explanation of Structural Ambiguity, page 98 in The Study of Language, 4th Edition, by George Yule (the students will be given the PDF) and will do the following tasks:
LEI María Guadalupe López Arroyo
Plan de trabajo de la asignatura Syntax and stylistics Licenciatura en Enseñanza de (Alemán) (Español) (Francés) (Inglés) (Italiano) como Lengua Extranjera
Explain, in your own words, what structural ambiguity is. Provide five sentences that are structurally ambiguous and explain the possible meanings each sentence can have due to its surface structure.
3
1
Forum 1
5
August 23September 27
September 30
The students will be given specific instructions to participate in the forum; they will be granted marks depending on the level of reflection, understanding and interest they show; the marks will be granted after the student has commented on at least two of their classmates’ contributions.
2
Open question – Prescriptive and Descriptive Rules in Syntax
5
October 4
October 11
2
Essay
5
October 25
November 7
The students will read relevant information in the text Generative Grammar by Carnie (PDF will be provided) and do the following task: Answer General Problem Set 1 – Prescriptive Rules. Use your own words. If you like, you can use other sources of information (EXCEPT Wikipedia), as long as you cite them correctly in your assignment. In Carnie (Generative Grammar), read the section that begins with “Do Rules Really Exist?” pages 8 and 9. Write an essay where you provide your answer to the following statement: WITHOUT GRAMMAR RULES, IT IS NOT POSSIBLE TO TEACH ENGLISH PROPERLY. In case the students need some guidance, here is the website How to Write an Essay, from the Harvard College Writing Center, http://writingcenter.fas.harvard.edu/pages/essayLEI María Guadalupe López Arroyo
Plan de trabajo de la asignatura Syntax and stylistics Licenciatura en Enseñanza de (Alemán) (Español) (Francés) (Inglés) (Italiano) como Lengua Extranjera
structure. The students will be able to analyze how to write an essay.
2
Forum 2
5
October 4 – November 3
November 8
The students will be given specific instructions to participate in the forum; they will be granted marks depending on the level of reflection, understanding and interest they show; the marks will be granted after the student has commented on at least two of their classmates’ contributions.
3
Summary (chart)
5
November 15
November 19
The students will read the chapter Language and Social Variation in The Study of Language, 4th Edition pages 253-260 and create a concept map that includes the following items: Speech community Social dialects Social markers Speech style Speech-shifting Prestige Register and jargon
4
LEI María Guadalupe López Arroyo
Plan de trabajo de la asignatura Syntax and stylistics Licenciatura en Enseñanza de (Alemán) (Español) (Francés) (Inglés) (Italiano) como Lengua Extranjera
Forum 3
5
October 11 – November 22
November 26
3
60 The students will answer a final test based on the contents of the three units of the course. Calificación final 100 *Agregue tantas líneas como rubros tenga
5
The students must use their own words to create their maps. Using other sources of information (EXCEPT Wikipedia) is allowed, as long as the sources are cited correctly. For a rationale and examples of concept maps, the students can see the site The Theory Underlying Concept Maps and How to Construct and Use Them, http://cmap.ihmc.us/docs/theory-of-concept-maps. The students will be given specific instructions to participate in the forum; they will be granted marks depending on the level of reflection, understanding and interest they show; the marks will be granted after the student has commented on at least two of their classmates’ contributions. The teacher will also give a wrap-up comment for the end of the course.
EVALUACIÓN FINAL Consulta el calendario de exámenes al final del semestre
LEI María Guadalupe López Arroyo
Plan de trabajo de la asignatura Syntax and stylistics Licenciatura en Enseñanza de (Alemán) (Español) (Francés) (Inglés) (Italiano) como Lengua Extranjera
FORMA GENERAL DE TRABAJO
6
Trabajo individual y en equipo: All the activities will be done individually. The students will be allowed to ask their teacher for help, guidance, advice, suggestions, etc. before the deadline. Entrega de trabajos y/o aplicación de exámenes: The assignments will be sent by e-mail and the students will get feedback via e-mail too. The final test will be online, on SAE,on the specific date at the end of the course. Penalización por entrega tardía: In case a student has to/needs to hand in a piece of homework after the deadline, they have to arrange a date with the teacher beforehand in order to have a specific delivery date. However, late deliveries will be penalized, and will not be granted full marks. That is, if the maximum score is 5, a late delivery will be marked on the basis of 3 points maximum, and if the score is 10, the maximum grade the piece will be granted will be 8. Comunicación con alumnos: Contact between the teacher and the students will be via the SAE website and e-mail. Policies on Plagiarism: Every written assignment must be developed after carefully reading the provided material and doing the necessary research, and it must be original, completely made by the students. Plagiarism is a very serious offence, and any student who plagiarizes will face consequences, depending on the extent of plagiarism in their assignments. Plagiarizing is a dishonest action, and it involves taking someone else’s work and passing it as our own work, without giving credit to the original author. This can range from not citing an author (a person or an institution) whose ideas are included in an assignment, to copying and pasting full paragraphs from books, articles or web pages, to downloading or copying complete papers. The consequences can be a zero in the assignment or even failing the whole course. There might be cases where Acatlán can (and will) take legal action against students who plagiarize someone else’s work. Redondeo de calificaciones finales: Marks will be rounded up from .5. For instance, if a student gets a 7.5 as an average, the final mark will be 8; if it is 7.4 and down, the final mark will be 7. Recomendaciones generales: Whenever the students find sources different from those recommended on the website, they must be properly cited in order to avoid any hint of plagiarism; besides, when the students include information from other sources, they should also comment on that content; that is, the mere quoting will not suffice to explain a concept or contribute to the work during the course if the students do not make comments or expand on what they quoted. On the other hand, in case any of the recommended materials (the ones the teacher will provide the students with) has any kind of trouble, the students must inform the teacher immediately in order to avoid delays. It is strongly recommended that the students NOT USE Wikipedia, as it’s a website that non-experts might edit, rendering the information unreliable.
LEI María Guadalupe López Arroyo
Plan de trabajo de la asignatura Syntax and stylistics Licenciatura en Enseñanza de (Alemán) (Español) (Francés) (Inglés) (Italiano) como Lengua Extranjera
ORIENTACIONES PARA EL ESTUDIO INDEPENDIENTE UNIDAD 1 Objetivo de la unidad: The students will become acquainted with terminology related to syntax; they will also be able to apply that knowledge to syntactic analysis and incorporate the study of meaning into language analysis. Fuentes de consulta Temas que se abordan en la Orientaciones para el estudio básica-obligatoria lectura Short text that explains what The students will be asked to read the text in order to reflect Online text: How to avoid plagiarism – Harvard Guide, plagiarism is and how to avoid before starting the mandatory activities of the course. They will http://isites.harvard.edu/icb/icb.do?keyword=k70847 it. be encouraged to bear in mind the consequences of plagiarism in &pageid=icb.page342057, retrieved on July 2nd, 2015. their academic career. The History of Syntax, by Peter W. Culicover Aspects of the Theory of Syntax, by Noam Chomsky Both PDFs will be given to the students via the SAE site.
History of the study of syntax and the Generative Grammar Theory
The students will answer specific questions about the content of the texts in order to have an overview of the study of syntax and how Chomsky’s theory works.
UNIDAD 2 Objetivo de la unidad: The students will become familiar with the terminology related to the topics of study (syntactic analysis) and will also be able to distinguish and analyze the essential features of phrase structure trees, which represent constituent structure. Fuentes de consulta Temas que se abordan en la Orientaciones para el estudio básica-obligatoria lectura Generative Grammar by Carnie. The PDF will be Syntactic theory; examples of The students will apply basic critical thinking skills to answer a provided via the SAE site. syntactical analysis and different question related to descriptive and prescriptive rules in the trends in the analysis of English grammar and their relationship with syntactical study. sentences, as well as the difference between prescriptive and descriptive rules in syntax. Generative Grammar by Carnie. The PDF will be The importance of grammar and The students will be asked to write an essay about grammar rules
7
LEI María Guadalupe López Arroyo
Plan de trabajo de la asignatura Syntax and stylistics Licenciatura en Enseñanza de (Alemán) (Español) (Francés) (Inglés) (Italiano) como Lengua Extranjera
provided via the SAE site.
why rules exist (if they exist, that is).
and whether they are relevant to English teaching or not. They will be provided the link to a website that explains how to write an essay.
UNIDAD 3 Objetivo de la unidad: The students will be able to distinguish the difference between style and register in the English language. The students will also be able to analyze and classify written and spoken language according to their specific style and/or register. Fuentes de consulta Temas que se abordan en la Orientaciones para el estudio básica-obligatoria lectura Language and Social Variation in The Study of Sociolinguistics, social variation, The students will create a concept map with the most relevant Language, 4th Edition pages 253-260. The students and speech. Speech changes items related to the socio-linguistic study of language variation will be given the PDF via the SAE website. depending on social context. depending on social factors. They will also be provided with a link to a website that explains how to make concept maps.
REFERENCIAS COMPLEMENTARIAS Carnie, Andrew. 2002. Syntax: A Generative Introduction. 2nd Edition. Blackwell. Coupland, N. (n.d.). Style – Language Variation and Identity. Retrieved July 2, 2015 from http://assets.cambridge.org/97805218/53033/excerpt/9780521853033_excerpt.htm Moravickik, E. A. (2006) An Introduction to Syntactic Analysis. London: Continuum Chapter 1, pp. 1-35. http://books.google.com/books?id=jHlSWHfy6bwC&printsec=frontcover&dq=editions:ISBN0826489435, retrieved July 2, 20015. Newson, Mark (2006) Basic English Syntax with Exercises Chapter 2 pp. 57-68 Bölcsész Konzorcium HEFOP Iroda H-1088 Budapest, Múzeum krt. 4/A. ISBN 963 9704 70 9 http://mek.niif.hu/05400/05476/05476.pdf, retrieved July 2, 2015. Patrick, P.L. (n.d.). Notes on the Sociolinguistics of Style (-Shifting). Retrieved July 2, 2015, from http://courses.essex.ac.uk/lg/LG232/StyleNotes.html
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LEI María Guadalupe López Arroyo
Plan de trabajo de la asignatura Syntax and stylistics Licenciatura en Enseñanza de (Alemán) (Español) (Francés) (Inglés) (Italiano) como Lengua Extranjera
Schiffman, H. (1997). Linguistic register. Retrieved July 2, 2015, from http://ccat.sas.upenn.edu/~haroldfs/messeas/regrep/node2.html Schiffman, H. (2004). Examples of linguistic registers. Retrieved July 2, 20015, from http://ccat.sas.upenn.edu/~haroldfs/popcult/handouts/register/register.html Van Valin R. D. (2001). An Introduction to Syntax. Cambridge: CUP
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LEI María Guadalupe López Arroyo
Plan de trabajo de la asignatura Syntax and stylistics Licenciatura en Enseñanza de (Alemán) (Español) (Francés) (Inglés) (Italiano) como Lengua Extranjera
CALENDARIO Sesión/ Semana
Semana (fecha)
Unidad
Temas, lecturas o actividades
August 17-23
1
August 17-23
1
Introduction and welcome to the course. The students will be given the first texts for assignments: The History of Syntax, by Peter W. Culicover Aspects of the Theory of Syntax, by Noam Chomsky. The students will be given information on plagiarism and how to avoid it (from How to avoid plagiarism – Harvard Guide, http://isites.harvard.edu/icb/icb.do?keyword=k70847&pageid=icb.page342057); they will read the text before starting any activities in the course. The students are not expected to hand in activities before August 17. The students will write a summary of some syntactical theories and how they work; the students must use their own words. The students will read the following texts (PDF): The History of Syntax, by Peter W. Culicover Aspects of the Theory of Syntax, by Noam Chomsky. The students can skim the texts in order to find the answers to some questions. The use of different websites (EXCEPT Wikipedia) is allowed, as long as the students cite the original source of information correctly. The summary must be in Arial or Tahoma font, size 12, with a 1.5 line space; it must be between 250 and 500 words long. It is important that the students use their own words in the summary; plagiarism will be penalized. The students will be given information on plagiarism and how to avoid it (from How to avoid plagiarism – Harvard Guide, http://isites.harvard.edu/icb/icb.do?keyword=k70847&pageid=icb.page342057); they will read the text before starting any activities in the course.
August 24-30
1
1
2
3
10
The students will be able to participate in Forum 1 as of August 23. On August 29 the students will get feedback on their first task and will start preparing for the second task (exercise for September 6). The students will read the explanation of Structural Ambiguity, page 98 in The Study of Language, 4th Edition, by George Yule (the students will be given the PDF) and will do the following tasks: Explain, in your own words, what structural ambiguity is. Provide five sentences that are structurally ambiguous and explain the possible meanings each sentence can have due to its surface structure. LEI María Guadalupe López Arroyo
Plan de trabajo de la asignatura Syntax and stylistics Licenciatura en Enseñanza de (Alemán) (Español) (Francés) (Inglés) (Italiano) como Lengua Extranjera
August 31September 6
1
September 7-13
1
September 14-20
1
September 21-27
1, 2
September 28October 4
2
October 5-11
2
October 12-18
2
4
5 6
7
8
9
10
11
Forum 1 will be open as of August 23. The students will read the explanation of Structural Ambiguity, page 98 in The Study of Language, 4th Edition, by George Yule (the students will be given the PDF) and will do the following tasks: Explain, in your own words, what structural ambiguity is. Provide five sentences that are structurally ambiguous and explain the possible meanings each sentence can have due to its surface structure. The students will finish their assignments and hand them in on September 6. The teacher will start reading and marking them as of September 7. The teacher will check and mark the students’ assignments. The students will start reading for their third task. The students will also start planning how to organize the information for the task. NB September 15 and 16 are days off. On September 27, the teacher will give feedback to students on their last task (exercise). This week, the students will read the information for their next task. The students will read relevant information in the text Generative Grammar by Carnie (PDF will be provided) and do the following task: Answer General Problem Set 1 – Prescriptive Rules. Use your own words. If you like, you can use other sources of information (EXCEPT Wikipedia), as long as you cite them correctly in your assignment. The students will keep working on their answer about prescriptive and descriptive rules and will be able to ask any questions before the deadline (October 4). The teacher will be available for them to send any drafts or to ask any questions before handing in their assignments. The students will be able to participate in Forum 2 as of October 4. The students will finish their answers about descriptive and prescriptive rules and send them to their teacher on October 4. The days before the deadline, the students will be able to ask any questions or double-check anything they need for their assignments to be complete and corrected. As of October 4, the students will be able to start participating in the Unit 2 Forum. They must keep an eye on the calendar not to miss the dates the forum will be open. The students will be given feedback on October 11. The students will start preparing the essay based on Carnie (Generative Grammar); they will read the section that begins with “Do Rules Really Exist?” pages 8 and 9, and write an essay where they provide their answer to the following statement: WITHOUT GRAMMAR RULES, IT IS NOT POSSIBLE TO TEACH ENGLISH PROPERLY. In case the students need some guidance, here is the website How to Write an Essay, from the Harvard College Writing Center, http://writingcenter.fas.harvard.edu/pages/essay-structure. The students will be able to analyze how to write an essay. The essay is due on October 25. LEI María Guadalupe López Arroyo
Plan de trabajo de la asignatura Syntax and stylistics Licenciatura en Enseñanza de (Alemán) (Español) (Francés) (Inglés) (Italiano) como Lengua Extranjera
October 19-25
2
October 26-31
2
November 3-8
2, 3
11 12
Speech community Social dialects Social markers Speech style Speech-shifting Prestige Register and jargon
13
November 9-15
3
November 17-22
3
November 23-27
1-3
14 15
16
12
The students will be able to ask any questions before the essay deadline. The teacher will be available for questions and comments before the deadline of the essay. The students will hand in their essays on October 25. The students are expected to keep an eye on Forum 2 and ask any questions or make any comments about their tasks so far. NB November 1 and 2 are days off. The teacher will start checking and marking the students’ essays. Meanwhile, the students will start preparing the last task. The students will read the chapter Language and Social Variation in The Study of Language, 4th Edition pages 253-260 and create a concept map that includes the following items:
The students must use their own words to create their maps. Using other sources of information (EXCEPT Wikipedia) is allowed, as long as the sources are cited correctly. For a rationale and examples of concept maps, the students can see the site The Theory Underlying Concept Maps and How to Construct and Use Them, http://cmap.ihmc.us/docs/theory-of-concept-maps. This task is due on November 15. The students will be able to check their progress in their map with the teacher before the deadline. The teacher will be available for questions and comments before the deadline. The concept map is due on November 15. The teacher will start checking and marking the students’ concept maps as of November 19. The students will start checking their materials, their tasks, scores, etc., to get ready for the final test. NB November 16 is a day off. The students will be able to ask the teacher any final questions regarding the materials, the contents, the scores they got, etc., before the final exam in order to check for point averages and general feedback on the course. The final tests will be from November 30 to December 11; the students must check with their teachers for the date of their tests.
LEI María Guadalupe López Arroyo
