Attachment 10

AcademicProgramandCurriculumCommittee

ReviewoftheUndergraduateProgram,DepartmentofLinguistics

Committee:JenniferMueller,AssociateProfessorofCurriculum&Instruction(Chair)

PatriciaMayes,AssociateProfessorofEnglishBernardPerley,AssociateProfessorofAnthropology

LarettaHenderson,AssociateProfessorofInformationStudies(GERCommitteeRep)

April,2013

 

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Introduction

The review of the undergraduate program in Linguistics was conducted during Spring of 2013. This report is based on data obtained from the Department’s self-study (submitted in Fall, 2012) and interviews with faculty members (2/12/13), students (3/28/13), and alumni via email. I. General Data Linguistics was first constituted as an independent department in the mid 1960’s. In 1998, it was incorporated, along with other modestly-sized departments, into the department of Foreign Languages and Linguistics, and then in 2009 it was reinstated as an independent department. Between 1998 and 2009, faculty and courses were divided up between Foreign Languages and Linguistics (undergraduate) and English (Graduate). Reinstating the Department of Linguistics enabled the study of linguistics to be in one intellectually coherent academic unit. The general mission of the Department is to offer instruction in theoretical and experimental linguistics, first and second language acquisition, and socio and historical linguistics. The Department of Linguistics offers two undergraduate majors: General Linguistics and Applied Linguistics, each requiring a minimum of 30 credits. The General Linguistics is a broader track and provides preparation for further graduate study or entry into a professional position. The Applied Linguistics major is more focused on using Linguistics for practical applications such as teaching. The Linguistics Department also offers two minors in either General Linguistics or Applied Linguistics each of which requires a minimum of 18 credits. The Department offers several 100- and 200-level courses that count towards GER. The purpose of these courses is to raise students’ consciousness about the role of language as an important human cognitive capacity, its development, its diversity and evolution in a society. The gateway to both the linguistics major and minor is Linguistics 350, Introduction to Linguistics, which teaches how human language can be studied as part of the natural world using scientific methods. The core courses in Linguistics are Linguistics 450: Phonetics, Linguistics 460: Sounds and Sounds Systems, Linguistics: 464 Word and Sentence Structure, and Linguistics 466: Semantics, all introduce the major theoretical and currently relevant issues and experimental methods in Linguistics research. II. Accreditation and Review

There are no accreditation bodies for Linguistics. III. Faculty Standard A: Faculty and Instructional Academic Staff are qualified and in sufficient numbers to provide quality learning experiences. The Department of Linguistics consists of eight faculty members and three academic staff. All faculty members teach undergraduate courses. The Department designates a faculty member to serve as the Undergraduate advisor to assist the undergraduate students when declaring the Linguistics major or minor. Two ad hoc lecturers teach Korean, and one teaches undergraduate

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Linguistics courses at the 100, 200, and 300 levels. Korean is the only language program that Linguistics currently administers after the split from FLL. It was noted in the discussion with faculty that at the time of the reinstatement of the department the Dean of L&S, Richard Meadows recommended four new faculty. Three lines were provided at the time and three faculty were hired, two in 2010 and a third who began in 2012. The department would like to see the fourth faculty line come to fruition as they feel they need the addition of new areas of foci. It is significant to note that when the three new faculty came on board the department was able to offer a wider array of undergraduate courses. The small size of faculty (especially after the retirements of Corrigan and Iverson) has kept the department from offering enough courses at the undergraduate and graduate levels. The program is in need of another Phonologist, and also faculty members in the areas of Psycholinguistics, Neurolinguistics, and Sociolinguistics. Students reported that scheduling of classes across their program was, at times, challenging as some courses were not taught consistently. A specific example provided was Psycholinguistics. Clearly additional qualified faculty would help to mediate this concern. Students also reported high satisfaction with faculty. To quote, “They are insanely knowledgeable and incredibly passionate about their work.” It was also reported that faculty were very “hands-on” with students and were always willing to give students the extra time needed to be successful in the program. This included meeting times outside of office hours when necessary. The general disposition from students was that faculty really “cared” both about their discipline and about students. Standard B: At least 25% of total tenure/tenure track faculty time is committed to the undergraduate program. Yes. All tenure/tenure track faculty teach undergraduate courses. The GER courses offered by the department (100, 200, 210, 211, 212, 350, 430) have high enrollments and meet the goal of contributing to the GER program. The scope of linguistics, with its mix of general and applied areas, and its focus on societal diversity make it especially well-suited to many of the GER learning goals, both those which currently frame GER requirements and those currently under consideration for the future framing of GER. The department aims to continue in this program, and would like to potentially expand its GER course offerings.

Standard C: Faculty and Instructional Academic Staff are qualified to teach GER course offerings. Yes. All faculty are highly qualified, with an impressive output of books and articles across an interdisciplinary range. The faculty have several contributions to professional and community service. A number of them hold offices in international, national, and regional organizations. They serve as reviewers for granting agencies, academic journals and presses, and prestigious conferences.

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All faculty members are required to hold Ph.D. and fulfill research, teaching, and service duties compatible with being a member of the graduate faculty. Two academic staff hold Ph.D. degrees and one has a Master’s degree and they all have teaching and service duties. IV. Students Standard A: There are adequate numbers of qualified students for meaningful cohorts to meet learning objectives. Yes. The number of linguistics majors and minors (including pre-majors and pre–minors) has grown by nearly 85% between 2005 (48 majors and pre-majors) and 2011 (89 majors and pre-majors). The most rapid growth took place after Linguistics was reconstituted as an independent department in 2010 and immediately instituted independent MA and Ph.D. programs. When the cohorts of MA and Ph.D. students are added to the mix, the total number of majors, minors (including intended majors and minors) and graduate students increased from a total of 48 in 2005 to 113 in 2011, an increase of some 135%. Between 2005 and 2011 the annual number of graduates with a BA in Linguistics rose from 12 to 19 (an increase of approximately 58 %). The Adult/University-level TESOL certificate was likewise established as part of the Linguistics Department in 2010, and the TESOL certificate program has already established itself as the leading program of this type in SE Wisconsin. From the time of its launch in Linguistics in 2010 to the present, it has grown to an enrollment of 24 concentrators. (The TESOL certificate was established at UWM in 2000 and was originally housed in the English Department. The program was reported to be “severally understaffed” until its transfer to Linguistics in 2010, despite significant student interest. Now that the program is better staffed, growth has been significant and will likely continue.) The faculty noted the importance of the pre-major courses in recruiting majors. They continue to focus on recruitment processes in the early courses to ensure continuing expansion of diversity of the student body. V. Curriculum Standard A: There is an organized, coherent sequence of course work that prepares students to meet the educational goals of the program, secure appropriate employment, and pursue graduate study. Yes.The Linguistics curriculum offers both a general and applied track to the undergraduate major and minor, as well as providing coursework leading to a Certificate in Teaching English to Speakers of Other Languages (TESOL). In addition, several linguistics courses satisfy General Education Requirements (GER) in humanities, social sciences, and cultural diversity.

Both tracks of the linguistics major require a total of 30 credits, with those credits being spread across three areas. The Basic Requirements provide training in the core concepts of the field; the Special Requirements build on these concepts and lead into more specialized areas; and the Electives offer students the possibilities to branch into areas that are more tangentially related to linguistics. Students are encouraged to focus their electives in an area aligned with the study of linguistics, including various foreign languages, English, anthropology, philosophy, computer science, and education.

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The Applied Linguistics major is intended for students interested in being language teachers, and includes more Basic Requirements, a smaller number of Special Requirements, and fewer Electives. The Linguistics minor, requiring 18 credits, is structured similarly to the major, with both a general and applied track, and with the applied option having a greater number of Basic requirements and fewer electives than the general minor. The Linguistics Department also offers an undergraduate Certificate in TESOL, a credential that qualifies someone to teach English as a second language to adult learners. Beginning with Linguistics 350, this certificate requires a total of 21 credits, including an internship, and can be easily combined with an undergraduate major or minor.

The gateway to both the linguistics major and minor is Linguistics 350, Introduction to Linguistics, which teaches students how human language can be studied scientifically as part of the natural world. The ensuing courses for the major and minor expose students to the scope of linguistic inquiry, teach them to analyze a set of language data with a view towards defining a problem based on those data, and to propose and to argue for a solution to that problem. For most courses, students’ work culminates in a term paper demonstrating the various problem-solving, analytical and communication skills that they have learned.

Students and alumni alike consistently reported that the skills development related to “critical thinking,” “learning to think abstractly,” and “cultural awareness” was evident and supportive in their degree programming. High praise for faculty and teaching staff in the major was very evident. One illustrative comment was reported by an alumna: “The faculty at UWM were very fair, but also challenging…each instructor was willing to provide outside assistance when necessary, which made it easier to succeed.”

Standard B: Learning outcomes reflect expected workforce competencies. UWM’s Linguistics graduates are routinely admitted to graduate study in prestigious departments around the world. Many of the promising graduates also opt to continue graduate studies in the department’s MA and Ph.D. programs. Linguistics majors are also in robust demand in the private sector. Companies often use “linguist list,” a website maintained by the linguistics profession, to recruit employees with a background in the field. The Applied Linguistics Major is more suitable for students considering a career in teaching, especially in the teaching of English as a Second Language. The TESOL certificate provides students with a professional qualification that helps them to secure employment as teachers of English to adults whose first language is not English. Currently there is no post-graduation tracking mechanism in place in the department to determine employment rates. Anecdotally, the faculty believe that most graduates do attain employment if desired, and they recruit students into the Master’s and PhD programs.

Of the alumni surveyed those with the General Linguistics major reported that in many cases the job market demanded master ’s degrees to be employed in related positions. For the students who responded, this situation prompted them to return for the Linguistics Master’s degree program. This supports the idea that quality programming in the undergraduate realm is very important in recruitment into our master’s degree programs. For the Applied Linguistics majors, having the TESOL certificate option was important in attaining employment post-graduation. All of these majors are working as teachers in some capacity, and credit both quality programming in the major and the availability of the TESOL certificate with their success in their career paths. All of the alumni who responded reported that the knowledge and skills they attained at UWM and in the major were applicable and useful in their current jobs. Current students indicated that more opportunity, via the program, to connect with post-graduation

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employment opportunities would enhance the program. They indicated that, while faculty were individually willing to write letter of recommendation, etc., a more programmatic effort to support students in job attainment would be helpful. VI. Resources Standards: There are sufficient resources to meet program needs (1) for assisting students; (2) to provide for program stability; and (3) for facility and space within the university. The Department of Linguistics is housed on the fifth floor of Curtin Hall. Since its reinstatement in 2009, besides its small departmental conference room, it has not been allocated any classrooms. The department has three small research labs, a Phonetics lab on the 8th floor of the building, a Phonology lab on the 9th floor, and a small second language acquisition lab in the basement. These labs are spread throughout the building rather than located near the department offices. This presents a challenge to quality of instruction. Additionally, the lack of even one classroom under its control does not enable the department to provide the most effective teaching and learning environment for its undergraduate students.

The department also houses the adult/university TESOL certificate program, open to both undergraduate and graduate students. The lack of a dedicated office space for this program does not allow the program to develop adequate collections of materials for its students.

The department has no special research or teaching equipment to enhance undergraduate education. Although it has access to mediated rooms in Curtin Hall, as stated above, there is no department designated classroom space where specialized equipment for the teaching of specific areas of linguistics could be housed and used for instructional purposes.

This is especially relevant when considering the growing number of courses in Phonology and Phonetics. The faculty reported a need for a linguistics classroom/computer lab with workstations for student or every pair of students, equipped with appropriate speech software. This would allow instructors to run in-class experiments on speech production and speech perception and also to help students build such experiments themselves. This would give students a first-hand experience of conducting research in laboratory phonology, and is part of the undergraduate program. This classroom is also needed to enable instructors to conduct in class transcription examinations, an important part of these courses. There have been issues in the past with inadequate sound systems, and a dedicated classroom would solve this problem.

Students also reported on the space issue. It was felt that the fact that the classrooms and labs are not in close proximity hindered opportunities for mentoring amongst undergraduate students, graduate students, and faculty. They also reported that student access to the labs was challenging. Lack of access hindered student interaction and collaboration, which the students suggested would be an area for the program to enhance. (See recommendations for further explanation.)

4. Facilities and Space outside the University. N/A 5. For GER offerings. Some of the GER courses, 200 and 211, have been offered more sporadically due to faculty retirements and lack of staff. Lack of available faculty has also meant that Linguistics 200 has been taught by teaching assistants in recent semesters. With the addition of two new faculty members in recent years, and a third colleague who came on board for the 12-13 academic year, the department hopes to be able to offer more courses that carry GER credit in the near future

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and to increase enrollments in this area. See attached documentation for additional information regarding the existing GER courses. VII. Evaluation Standard A: Evaluation procedures involving students, faculty, graduates, and community members, as appropriate, are in place and data gathered is used to monitor the program and direct changes. Yes. Particularly since this is a rather newly constituted department, faculty and teaching staff report engaging in ongoing assessment of courses and programming in order to ensure that learning outcomes are being met, and students are leaving the program prepared for employment, or for graduate school. In order to assess students’ understanding of core knowledge as well as their analytical and problem solving skills with patterns of language learning, structure, and change, data set problem solution, papers, projects, or exams are measures used in the linguistics courses. In addition, the department has been participating in the campus wide assessment plan LEAP since spring 2011. Initially the department identified ten essential learning outcomes. Ongoing work has prompted the department to consolidate these to four major learning outcomes. The department engages regularly with continuous improvement through an organized process of evaluation. The department targets several learning outcomes for one or two required courses each semester and the faculty members whose courses are identified meet with the assessment subcommittee to discuss the learning outcomes of their students. This information is then fed back into the programming. So, for example, in Spring 2012, several learning outcomes were targeted for examination and the final class projects of two undergraduate courses (Linguis 466 and 470) were collected to evaluate whether the learning outcomes had been reached. A rubric was developed and the faculty scored each student paper or project (including an oral presentation component) accordingly to examine learning outcomes. Instructors of the two courses met with the Assessment subcommittee in May 2012. Results were compared of the final projects of the eleven majors and the department discussed how to improve performance based on this examination via changes in curriculum, course requirement and teaching methods. Students reported satisfaction with their ability to provide feedback to faculty. The mechanism most reported upon was the course evaluations. Students reported that they felt that faculty really listened to and then addressed concerns as they were raised. Students also felt that they were generally able to express concerns or issues and faculty would take them seriously and then use this for program improvement. Standard B: 90% of the students complete the program within 5 years. While specific summary data were not provided in the self-study, by analyzing the data that was provided, it appears that once a major is declared, students generally take two years to complete the program. Standard C: 75% of graduates have satisfactory employment within one year of graduation. The Department provided no figures for the percentage of graduates who have satisfactory employment after one year. Summary data for employment by area were not included in the self-study

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Standard D: Relevant credentials, if any, achieved within 1 year of graduation. N/A Standard E: GER-Specific Course Outcomes. See attached documentation for GER review. VIII. Summary and Recommendations: The undergraduate program in Linguistics provides an essential curriculum component for UWM and should be continued. It provides a unique major with great potential for continued enrollment increases and workforce prospects. Following are recommendations for strengthening the program:

1) Spacewasthemajorissue/challengereporteduponbybothfacultyandstudents.Lackofdedicatedclassroomspace,lackofofficespacefortheTESOLprogram,andlackofproximallabspacecreatessignificantbarriersforcollaborationandmentoringforfacultyandstudentsinthemajor.Dedicatedspacewouldsupportfurtherrecruitmentintothemajor,includingintheMAandPhDtracks.Thisissueshouldbeconsideredandaddressedbytheuniversity.

2) Themajorrecommendationthatemergedfromthestudentswastheirdesiretohaveprogram‐supportedopportunitiesforstudentstointeractandcollaborate.Theydesiredtheopportunitytohaveanidentityas“LinguisticsMajors”supportedbyopportunitiesoutsideofclassforstudentstoengageandinteract.Webelievethatthiscouldbeenhancedbyaddressingthespaceissuesindicatedin#1.

3) Thedepartmentshoulddevelopapost‐graduationtrackingmechanisminorderto

knowwherecompletersareattainingemployment,andwhatskillsaremostbeneficial.InparticularthereportthatMaster’sdegreeswererequiredforsomeareasofpotentialemploymentwasimportant.Trackinggraduatesmightsupportthedepartment’scontinuedprocessofprogramimprovementinadditiontosupportingrecruitmenttotheMAandPhDprograms.

4) Continuedenrollmentincreasescertainlyprovideevidencethatthedepartmental

arrangementhasbeensuccessful.Hiringofthepromised4thfacultymemberwithexpertiseinoneormoreoftheareasindicatedtobeofneedwouldcertainlyhelptoexpandtheprogramming,andholdpotentialforincreasedrecruitmentinthegraduatedegreeprogramsforthedepartment.Studentsreportedthattheywereintroducedtothefieldoflinguisticsintheentrylevelcoursesandthenweredrawnintothemajorasaresult.Maintainingtheabilityoffacultytoteachintheentrylevelcoursesisimportant,andanincreaseinfacultyandstaffwouldsupportthis.

5) GERRecommendations:Therearefourcoursesforwhichnomastersyllabiexist

(LINGUIS192,193,211,440)becausetheclasseshavenotbeentaughtinthelastfiveyears.ThedepartmenthasbeenrequestedtoincludeGERLearningGoalsandappropriateconnectedassessmentforeachsyllabibeforethecourseistaught.

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6) TheDepartment should continue to integrateGERoutcomesandassessment rubricsintoGERsyllabi,usingtherevisedcriteriaadoptedbyAPCCinSpringof2012.

7) Diversityinstudents,staffandfacultyshouldbeincreasedbyenhancingtherecruitmenteffortscurrentlyinexistence.

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Attachment: GER Documentation

APCC GER Subcommittee Review

Linguistics Undergraduate Program Review

GER Course Offerings

Reviewer: Laretta Henderson (UWM Department Affiliation: SOIS)

1) TheAPCCGERsubcommitteerepresentativereviewedsyllabiforfiveoftheelevenGERapprovedcoursesofferedbytheLinguisticsDepartment(100,210,212,350,430)Allofthereviewedcoursesmeetallfourcriteria.Strengthenedassessmentcriteriahavenotbeenrequestedforanyofthosecourses.

2) Therearetwocoursesthatarevariabletopicscourses(200&380),andreviewofthesyllabuswasnotpossible.Thedepartmenthasassuredthereviewerthatlearninggoalsandconnectedassessmentsareincludedonthevarioussyllabi.

3) Therearefourcoursesforwhichnomastersyllabiexist(192,193,211,440)becausetheclasseshavenotbeentaughtinthelastfiveyears.ThedepartmenthasbeenrequestedtoincludeGERLearningGoalsandappropriateconnectedassessmentforeachsyllabusbeforethecourseistaught.

Criteria for evaluation of GER approved courses: 1) Syllabus includes GER rationale (or a statement of why the course is appropriate for its particular GER category); 2) Syllabus identifies a least one (1) GER-related learning goal as a basis for classroom GER assessment; 3) Syllabus includes at least one (1) method of evaluation other than (or in addition to grading “to determine if students learned all points equally well, or one better than others”); and 4) Syllabus identifies at least one (1) specific assignment by which GER-related learning goals will be assessed. A table detailing the individual course reviews follows.

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Course Number 

Course Title/Subtitle 

Cultural Diversity (CD) 

GER Rationale provided 

Learning Goal as a Basis for Assessment Identified 

Assignment(s) by which GER Learning Goals are Assessed 

Methods of Evaluation and Assessment 

Required Areas of Improvement

Recommend Continued GER 

Linguis 100  The Diversity of Human Language 

Yes  Yes  GER 2B  Participation in discussion section and 3 exams 

Demonstrate effective communication skills and individual, social and environmental responsibility by participating in discussion sections. Complete three separate exams to demonstrate critical and creative thinking skills by problem‐solving using higher‐order qualitative reasoning, as well as knowledge of and competence with human cultures and the natural world. 

None  Yes 

Linguis 192  First‐Year Seminar: (Subtitle) 

No  Unknown/ Not taught in the last 5 years 

GER 2B  Variable  Variable  Assure that Learning Goals and Assessment are included on syllabi  

Yes 

Linguis 193  First‐Year Seminar: (Subtitle) 

No  Unknown/ Not taught in the last 5 

GER 2B  Variable  Variable  Assure that Learning Goals and 

Yes 

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years  Assessment are included on syllabi 

Linguis 200  Aspects of Language: (Subtitle) 

No  Unknown because of variable topics 

GER 2B  Variable  Variable  Assure that Learning Goals and Assessment are included on syllabi 

Yes 

Linguis 210  Power of Words  Yes    GER 2B  Two Exams  Analyze various sociolinguistic topics, discuss diverse topics related to language acquisition, and do a presentation in discussion section using knowledge and skills acquired in this course.  Assessed by 2 exams which are each 30% of the grade. 

None  Yes 

Linguis 211  Origin of Words  No  Unknown/ Not taught recently 

GER 2B  Variable  Variable  Assure that Learning Goals and Assessment are included on syllabi 

Yes 

Linguis 212  Language and Gender 

No  Yes  GER 2B  Weekly writing assignments, three essays and a final project  

Improve writing skills by 

organizing their written 

works in a clear and 

comprehensive manner, 

present and develop 

their arguments and 

None  Yes 

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present the ability of 

critical thinking. 

Linguis 350  Introduction to Linguistics 

No  Yes  GER 2B  Final Exam and Final Project 

Read, analyze various linguistic units, discuss diverse topics related to language, and do a final project.  Assessment: final exam (15% of grade) and  final project (10% of gade) 

None  Yes 

Linguis 380  Honors Seminar: (Subtitle) 

No  Unknown because of variable topics 

GER 2B      Assure that Learning Goals and Assessment are included on syllabi 

Yes 

Linguis 430  Language and Society 

No  Yes  GER 2B  Paper in applied linguistics and the variation data collection project 

Read, view, analyze, and discuss a variety of research in sociolinguistics. Refine skills in data collection and analysis of sociolinguistic phenomenon.  Assessment: Paper worth 30 points; Variation Data Collection Project  worth 40 points/100 

None  Yes 

Linguis 440  Psycholinguistics  No  Unknown/Has not been taught in the last 5 years. 

GER 2B      Assure that Learning Goals and Assessment 

Yes 

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are included on syllabi 

 

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Attachment: GER Syllabi

The Power of Words University of Wisconsin, Milwaukee

LINGUIS 210; Spring 2013 Instructor: Sandra Liliana Pucci, Ph. D. Office hours and location: Curtin Hall, 525; (Most) Wednesdays 3-4:15pm by appointment, and by appointment on other possible days. Phone: 229-6166, Department of Linguistics E-mail: pucci@uwm.edu Location and meeting times: Mondays and Wednesdays, 10-10:50am, Merrill 131. Teaching Assistants: Dola Algady Siriporn Lerdpaisalwong Curtin Hall 566 Curtin Hall 577 Email: dfalgady@uwm.edu Email: siriporn@uwm.edu Office hours: Monday, 11am-12pm; Office hours: 11am-1pm, Wednesdays Tuesdays, 10-11 Course Description This class is an introduction to sociolinguistics, the scientific study of language within society, with a particular focus on the sociolinguistic situation in the United States. In this course you will learn how sociolinguists investigate and respond to questions such as the following:

a. Is there such a thing as “good” and “bad” language? b. What is a “standard” language, and does anyone really speak it? c. How and why do people of different ages, national/regional origins, ethnic groups, social

classes, etc. speak differently? d. How did current sociolinguistic situations in the United States develop? We will also examine how sociolinguistics/linguistics can inform issues and answer questions such as: a. Should the United States have an official language? Should everyone be required to learn

English? b. What languages should be used in schooling? Only “standard” English ? c. What “status” do languages other than English have in the US? d. How do people learn their first, or second language?

In order to discuss these questions rationally, it will be necessary to talk about social norms and linguistic norms in an objective manner. This may be challenging, because each of us: 1. Has been raised with certain speech patterns; 2. Has acquired other language habits along the way; 3. Has evaluated other’s language use as somehow better or worse than our own.

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This course will, in part, be about stepping back from our own preconceived notions about language in order to evaluate these areas through an academic lens.

Required Reading Trudgill, P. (2000). Sociolinguistics. An introduction to language and society. Fourth edition. London, UK: Penguin. Both this book and the course reader will be available at Panther Bookstore on Downer Avenue. GER Statement: Learning Outcomes This course meets the UWM General Education Requirements (GER) in the division of the Humanities. This course has the following outcomes: 1) Students will be able to identify the formation, traditions, and ideas to major bodies of historical, cultural, literary, or philosophical knowledge, and 2) Students will be able to acquire critical and creative thinking skills to approach linguistic various topics. GER Assessment: Assignments used to measure learning outcomes To achieve the two outcomes listed above, students taking this course will do the assigned readings, analyze various sociolinguistic topics (e.g., language variation, change, and planning ), discuss diverse topics related to language acquisition (e.g., first, second, and bilingualism), and do a presentation in discussion section using knowledge and skills acquired in this course. Achievement of the learning outcomes will be assessed through the two examinations and Class presentation. You will find more information on these two assessments in the following sections. General Course Requirements and Organization Students are expected to analyze and synthesize information from the assigned readings while maintaining a critical/analytical stance toward information related to the course. All required readings must be completed before class. Attendance and participation in both lecture and discussion sections is mandatory. Review the UWM Catalogue for policy guidelines regarding withdrawals, incompletes, and plagiarism. Cell phone policy: In order to avoid disturbing the learning of others, all cellular phones, beepers, and paging devices must be turned off. Turned off means turned off; no vibrating or receiving text messages. Your cell phone should not be resting on the desk, visible—it needs to be put away, out of sight. Furthermore, the use of laptop computers and/or other electronic devices is not allowed. Your full attention is required. NO EXCEPTIONS. E-mail: You are required to use a working e-mail address for this course, and to check it regularly. Your instructor and teaching assistants may choose to communicate through this medium, and you are responsible for any information sent. UWM automatically assigns all students a Panthermail account. http://www.uwm.edu/IMT/ePanther/email/. If you do not regularly use your university e-mail, you should have it forwarded to another address.

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Discussion sections: DIS 601 40018 11:00 AM-11:50 AM W 01/22-05/09 Algady, Dola MER 316

DIS 602 40019 12:00 PM-12:50 PM W 01/22-05/09 Algady, Dola MER 316

DIS 603 40020 1:00 PM-1:50 PM W 01/22-05/09 Algady, Dola PHY 145

DIS 604 40021 8:00 AM-8:50 AM R 01/22-05/09 Lerdpaisalwong, Siriporn CRT 219

DIS 605 42825 9:00 AM-9:50 AM R 01/22-05/09 Lerdpaisalwong, Siriporn CRT 219

DIS 606 40022 1:00 PM-1:50 PM F 01/22-05/09 Lerdpaisalwong, Siriporn CRT 321

DIS 607 40579 11:00 AM-11:50 AM R 01/22-05/09 Algady, Dola NWQ G566

DIS 608 41285 12:00 PM-12:50 PM R 01/22-05/09 Algady, Dola CRT 203

DIS 609 41284 1:00 PM-1:50 PM R 01/22-05/09 Algady, Dola HLT G80

DIS 610 43174 10:00 AM-10:50 AM F 01/22-05/09 Lerdpaisalwong, Siriporn CRT 209

DIS 611 43175 11:00 AM-11:50 AM F 01/22-05/09 Lerdpaisalwong, Siriporn CRT 209

DIS 612 42792 12:00 PM-12:50 PM F 01/22-05/09 Lerdpaisalwong, Siriporn CRT 321

Major Units Meeting-by-meeting reading and topic schedule*

Date Week

Topic(s) Required Readings/Assignments

1

Orientation and introduction 1/23: Orientation and introduction to the course

2

Introduction, continued, Language and society 1/28: Defining linguistics and sociolinguistics 1/30: Defining linguistics and sociolinguistics

1/28: Napoli & Schoenfeld (2010; Ch. 2). What is linguistics? 1/28: Lessow-Hurley (2005; Ch. 3). Aspects of language. 1/30: Trudgill (2000; Ch. 1). Language and society.

3

Language, society, and folk beliefs 2/4: Language attitudes

2/4: Preston (1998). They speak really bad English

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2/6: DVD: American Tongues

down South and in New York City. 2/4: Napoli & Schoenfeld (2010; Ch. 8). Can one person’s speech be better than another’s?

4

Language variation and social class 2/11: Language and social class 2/13: Registers and social factors

2/11: Trudgill (2000; Ch. 2). Language and social class 2/13: Trudgill (2000; Ch. 5). Language and context.

5

Language variation Language and ethnicity 2/18: Regional variation 2/20: Language and ethnicity

2/18: Trudgill (2000; Ch. 8). Language and geography. 2/20: Trudgill (2000; Ch. 3). Language and ethnic group.

6

African American English (AAE) 2/25: AAE and society 2/27: DVD: Black on White

2/25: Lippi-Green (2012). The real trouble with Black language.

7

Language contact: Pidgins and Creoles 3/4: Pidgins and creoles 3/6: DVD: Family across the sea

3/4: Lipski (2006). Are pidgins and creoles real languages? 3/4: Trudgill (2000; Ch. 9). Language and contact.

8

First examination 3/11: First examination review

Review readings and content

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3/13: In class examination

9 SPRING BREAK

10

First language acquisition (FLA) 3/25: How do children learn their first language? 3/27: FLA continued

3/25: Lessow-Hurley (2005; Ch. 4). Language development. 3/25: Napoli & Schoenfeld (2010; Ch. 1). How do we acquire language? 3/27: Pinker (1994; Ch. 9). Baby born talking—describes heaven.

11

Language acquisition: How do people learn a second language? 4/1: DVD: Story of a wild child 4/3: Second language acquisition (SLA)

4/3: Lessow-Hurley (2005; Ch. 4). Language development, continued. 4/3: Krashen (2003). Principles of language acquisition

12 Language, education, and dialect diversity 4/8: Bilingual education 4/10: The “legal” status of AAE in education

4/8: Krashen (1996; Ch. 1). The case for bilingual education. 4/10: Smitherman (2004). Language and African Americans: Movin on up a Lil Higher. .

13

Language and education, continued 4/15: What is to be done?

4/15: Delpit (1998). What should teachers do? Ebonics and culturally responsive instruction. 4/15: Wolfram (2011). Changing misconceptions

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4/17: DVD: Speaking in Tongues

about dialect diversity: The role of public education

14

Language rights, policy, and planning 4/22: Language and nation 4/24: The politics of bilingualism

Trudgill (2000; Ch. 7). Language and nation. 4/24: Lessow-Hurley (Ch. 10). The politics of bilingualism.

15 4/29: US Language Policy 5/1: Study Day, no lecture

4/29: Spolsky (2011). Does the United States need a language policy? Review for examination

16

5/6: Examination review 5/8: In class examination

Review material

*Instructor reserves the right to modify according to “local conditions”

Guidelines for examinations and participation Participation, attendance, and class exercises. You are expected to attend all class sessions. Your full engagement is required, and you will demonstrate this by arriving on time, staying for the entire duration of the class, and not scheduling meetings, appointments, vacations, family gatherings, or other commitments during class time. Your teaching assistant will take attendance at discussion sections, and your presence is mandatory. During the course of the semester, should any “extra credit” opportunities be offered, you will not be allowed to use these points to make up for poor attendance and/or lack of completing homework in discussion section. So go to discussion section! However, more than your physical presence is required. Each student is expected to regularly participate in class discussions and evidence knowledge of the readings by making pertinent contributions. All students are expected to read the assigned selections and to be prepared to discuss them. You will ponder the ideas, try to understand the authors’ meanings, and contemplate the significance of these ideas. This class is centered around the readings, so you must not only read but also bring your hard copies to class. You may also regularly be sent focus questions by your teaching assistant, either through D2L or e-mail. These must also be printed out and brought to class. Readings not covered in one class session may be carried over to the following class meeting.

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Participation etiquette: You will be courteous by listening to the instructors, both during lecture and discussion section, other students’ contributions, and avoiding private side conversations. Thus I also remind you not to read extraneous materials, text or check texts, (refer to cell phone policy), surf the internet on your laptop (refer to laptop computer policy) or engage in other off-task behaviors during class time. Although we will not be having you “sign in” at lecture, your attendance is also mandatory, as your understanding of the material depends on it. Your teaching assistant is not going to “re-present” things for you in discussion if you have not attended the lecture. There will also be information in the lecture which may not be in the readings. First examination: Your first examination is scheduled on Wednesday, March 13th during the lecture time. You need to be present for this midterm on the stipulated date—there will be no “make-ups.” Second examination: This examination will take place on Wednesday, May 8th, during class time. It will be cumulative, but with more emphasis on content from the second half of the course. You need to be present for this examination on the stipulated date—there will be no “make-ups.” NB: There will be no final examination in this course. Grading Policy: Based 30% on first examination, 40% on discussion attendance and homework/quizzes, 30% on second examination. The weighted sum of these will be converted into a percentage score to determine the overall course grade. The course curve will be established after final calculations have been made, but the range of A grades typically runs from 90-100%, B grades from 84-89%, C grades from 72-83%, D grades from 60-71%, F under 60%. Incompletes: Students who cannot complete the course requirements because of illness or for other legitimate reasons may be considered for a grade of ‘I’ provided they request it, in writing, not later than 9am Monday, May 6th.

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Course Reader Bibliography Delpit, L. (1998). What should teachers do? Ebonics and culturally responsive instruction. In Perry, T., and Delpit, L (Eds.) The real Ebonics debate. Power, language and the education of African American children. Boston, MA: Beacon Press. Krashen, S. (1996). Under attack: The case against bilingual education. Culver City, CA: Language education associates. Krashen, S. (2003). Principles of language acquisition. In Krashen, S., Explorations in Language acquisition and use. Portsmouth, NH: Heinemann. Lessow Hurley, J. (2005). The foundations of dual language instruction. New York: Pearson. Lippi-Green, R. (2012). The real trouble with Black language. In Lippi-Green. English with an accent. Language, ideology, and discrimination in the United States. Second edition. New York: Routledge. Lipski (2006). Are pidgins and creoles real languages? In Rickerson, E., and B Hilton (Eds). The five minute linguist. London, UK: Equinox Publishing. Napoli, J, and V. Lee-Schoenfeld. (2010). Language matters. Second edition. New York: Oxford University Press. Pinker, S. (1994). The Language Instinct: How the mind creates language. New York: Harper Collins. Preston, D. (1998). They speak really bad English down south and in New York City. In Bauer, L., and P. Trudgill (Eds). Language myths. London, UK: Penguin. Smitherman, G. (2004). Language and African Americans: Movin on up a Lil Higher. Journal of English linguistics, Vol. 32, No. 3, pp. 186-196. Spolsky, B. (2011). Does the United States need a language policy? CAL Digest. Washington, DC: Center for Applied Linguistics. Wolfram, W. (2011). Changing misconceptions about dialect diversity: The role of public education. CAL Digest. Washington, DC: Center for Applied Linguistics.

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UNIVERSITY POLICIES AND PROCEDURES

Participation by Students with Disabilities: If you need special accommodations in order to meet any of the requirements of this course, please contact me as soon as possible.

Accommodation for Religious Observances: Students will be allowed to complete examinations or other requirements that are missed because of a religious observance.

Academic Misconduct: The university has a responsibility to promote academic honesty and integrity and to develop procedures to deal effectively with instances of academic dishonesty. Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others' academic endeavors. A more detailed description of Student Academic Disciplinary Procedures may be found in Regents Policy Statements, UWS Chapter 14 and UWM Faculty Document #1686.

Complaint Procedures: Students may direct complaints to the head of the academic unit or department in which the complaint occurs. If the complaint allegedly violates a specific university policy, it may be directed to the head of the department or academic unit in which the complaint occurred or to the appropriate university office responsible for enforcing the policy.

Grade Appeal Procedures: A student may appeal a grade on the grounds that it is based on a capricious or arbitrary decision of the course instructor. Such an appeal shall follow the established procedures adopted by the department, college, or school in which the course resides. These procedures are available in writing from the respective department chairperson or the Academic Dean of the College/School. A more detailed description of the grade Appeal Policy may be found in UWM Selected Academic and Administrative Policies, Policy #S-28 and UWM Faculty Document #1243.

Sexual Harassment: Sexual harassment is reprehensible and will not be tolerated by the University. It subverts the mission of the University and threatens the careers, educational experience, and well being of students, faculty, and staff. The University will not tolerate behavior between or among members of the University community which creates an unacceptable working environment

Discriminatory conduct: The University of Wisconsin-Milwaukee remains steadfastly committed to the principles of academic freedom. This commitment requires an equally strong obligation to foster respect for the dignity and worth of each individual. Without this respect, the principles of academic freedom become meaningless. Moreover, relationships such as student-faculty and employee-supervisor have inherent power differences that compromise some persons’ ability to protect their own rights. Therefore, this University must provide an environment that respects the value of each individual and which does not tolerate discriminatory conduct of any kind.

Grade of “incomplete”: A notation of "incomplete" may be given in lieu of a final grade to a student who has carried a subject successfully until the end of a semester but who, because of illness or other unusual and substantiated cause beyond the student's control, has been unable to take or complete the final examination or to complete some limited amount of term work. An incomplete is not given unless you prove to the instructor that you were prevented from completing course requirements for just cause as indicated above. A more detailed description of the Incomplete Policy may be found in the UWM Schedule of Classes.

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Ling 212 : Language and Gender U 3cr GER- online Spring 2013

Dr. Bożena (Bo) Tieszen 887 Curtin Hall ph: 229-6794 tieszen@uwm.edu Office hrs: TuTh 2-3pm and by appointment. The Course We will explore connections between language and gender, we will examine how patterns of speaking and interpreting reflect, perpetuate and create our experience of gender. How does gender interact with race, class, socio-economic status, age, occupational and social/familial roles? How does gender connect to linguistic change? What do controversies about sexism and other biases in language imply about the connections between language, thought and society. GER Statement: Learning Outcomes This course meets the UWM General Education Requirements in the Division of the Humanities. Learning Outcomes: Students will be able to recognize close relationship between language and society and how through language a society creates new and perpetuates already existing ethnic, cultural stereotypes. Students also will learn about gender roles and expectations and how they vary across cultures. They will be able to identify and place themselves within the culture and society in which they live. They will become more aware of a need of equality and understanding for a society to thrive. They will learn to write cohesive, well-organized papers and think critically. GER Assessment Assignment: To achieve the outcomes listed above, in this course students will read on variety of texts and articles that analyze gender roles in American society. They will observe and examine gender profiling in advertising strategies; how language expresses gender expectations in fairy tales, sports, work place, school and politics. Students will write weekly writing assignments and participate in discussions. I addition to they will write three essays and a final project. Working on essays and a final project students will further improve their writing skills by organizing their written works in a clear and comprehensive manner, present and develop their arguments and present the ability of critical thinking. Evaluation: Attendance/Participation (readings) 20% (of the overall course grade) Assignments (discussion posts) 20% Essays 30% Final Project 30% The grade scale is as follows:

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A = 93-100%, A- = 90-92%, B+ = 87-89%, B = 83-86%, B- = 80-82%, C+ = 77-79%, C = 73-76%, C- = 70-72%, D+ = 67-69%, D = 63-66%, D- = 60-62%, and F 59% and under. "Three is an estimated minimum of 144 hours of work expected for you to meet the requirements for the course. Forty-five of them will be on reading lecture notes and slides, and the online discussion board, and the remainder will be spent divided amongst the readings and projects. Note that there is no correlation between the number of hours of estimated work and the grade you will receive on any given assignment or in the course." Textbook (required): Eckert, P. McConnell-Ginet, S. Language and Gender. 2003. Cambridge University Press. ISBN- 978052-1654265 Available at the Panther Bookstore, 3132 N. Downer Ave. ph: 997-1111. Policies: Reading assigned material is essential. Based on reading I will be posting questions each week and you’ll be asked to answer them and submit them to dropbox (D2l) each Sunday by 11:59pm. We will have 3 short essays related to the material covered in class. Instead of the final exam you’ll write a paper (final project). The topic of is of your choice-anything related to language and gender, how gender is represented, what are expectations of how men and women/boys /girls should behave, talk, dress etc. I suggest that you are observant, look at the world around you and you’ll notice interesting phenomena that you may use I our discussions or use it as a topic for your final paper. Here are some of the areas I encourage you to look at: Media 1. While watching TV - take notes on characteristics of the speakers in terms of their sex, age

approximate socio-economic status and educational level, as well as their relationships with other characters, if you’re watching a soap opera; or participants if you’re watching a talk shoe (guest vs. host). a. look at the intonational contours (sentence melodies) used by men and women. b. pay attention to pronunciation differences e.g., (runnin’ vs. running, goin’ vs. going.) c. vocabulary differences (eg., use of expletives such as “darn” vs. stronger “damn)”, also

references to sexes (‘woman, girl, chick, boy, dude, man) d. hedges or fillers (‘you know’, ‘sort of’, ‘kinda’) e. interruptions (who’s interrupting whom?, how often?)

2. Sports: a. does the description of women and men athletes differ. What adjectives are used by

sports commentators during the men or women championships. 3. Advertising a. Women and men in advertising. Body images. How do they differ? What kind of message they convey? b. Do teenage and women magazines differ in terms of the portrayal of women/men. c. Compare men an women magazines (differences in themes/topics, language used) d. analysis of female and male language use in describing attractive people. e. the depiction of sex roles and language use in greeting cards

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4. Terms of Address a. keep track (at least for a week) of how you were addressed and by whom (social identity of the addressor-waitperson (male/female, doctor, nurse police officer) in what

situation (e.g., service stations, restaurant, doctor’s office etc.) 5. Cartoons (e.g., Sunday paper) a. women and men in cartoons (language and social roles) 6. Personals a. What women and men are looking for in their partners. Compare the language used

(adjectives again!) b. analysis of male/female obituaries. What society deems to be important to mention about

us when we are gone? 7. Children’s Books/Movies a. Male and female roles in children’s books/movies. b. gender identity/language in nursery rhymes c. differences in language used to infants (male vs. female caretaker) d. gender differences in birth announcement cards Course Overview: Jan 22,27 Introduction. Language and Gender. Jan. 28, Feb.3 Constructing, deconstructing and reconstructing gender.

Chapter 1. pp. 9-50. Feb. 4, 10 Linking the linguistics to the social. Chapter 2. pp. 52-60. Feb. 11,17 Organizing talk. Chapter 3. pp.91-128. Feb. 18,24 Making social moves. Chapter 4. pp.129-156. Paper 1 due Feb. 25, March3 Positioning ideas and subjects. Chapter 5. pp.157-191 Mar. 4, 10 Saying and implying. Chapter 6. pp.192-227 Mar. 11, 17 Mapping the world. Chapter 7. pp.228-265 Mar. 17-24 Spring Break!

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March 25, 31 Working the market: use of varieties. Chapter 8. pp. 266-305 April 1, 7 Foster. M. “Are You With Me?”. Power and Solidarity in the Discourse of

African American Women. In: Hall, K.. Bucholtz, M. (eds.) Gender Articulated. Language and the Socially Constructed Self. 1995. pp. 229-350. D2L

Houston, M. Multiple Perspectives: African American Women Conceive Their Talk. In: Women and Language. Spring 1998 (1), pp. 11-17. D2L Paper 2 due

Apr. 8,14 Bucholtz, M. From Mulatta to Mestiza. Passing and the Linguistic Reshaping of

Ethnic Identity. In: In: Hall, K.. Bucholtz, M. (eds.) Gender Articulated. Language and the Socially Constructed Self. 1995. pp. 351-373. (D2L)

April 15, 21 West, C. Not Just Doctor’s Orders: Directive-Response sequences in Patients’

Visits to Women and Men Physicians. In: Cheshire, J., Trudgill, P. (ed.) The Sociolinguistic Reader. Vol. 2. pp.53-75.

(D2L) Tanenbaum, L . Catfight. Women and Competition. Chapter 4, pp.173-224. Seven Stories Press. 2002. (D2L)

Paper 3 due April 22, 28 Henson, K.D, Krasas Rogers, J. “Why Marcia You’ve Changed!” Male

Clerical Temporary Workers Doing Masculinity in a Feminized Occupation. Gender and Society. April 2001, pp. 218-238. (D2L).Livia, A. “I Ought to Throw a Buick at You”. Fictional Representations of Butch/Femme Speech. In: : Hall, K.. Bucholtz, M. (eds.) Gender Articulated. Language and the Socially Constructed Self. 1995. pp. 245-277. (D2L).

April29, May5 ASL and Gender. (handout). Fashioning selves. Chapter 9. pp.305-333

May 6, 9 Working on final projects Final project are due during the Final’s Week, May 11, 13-18, 20013

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IntroductiontoLinguistics–Linguistics350Tuesdays/Thursdays12:30PM~1:45PM;NWQBuildingBRm.G571

Instructor:HanyongPark(Office:CRT523;Lab:CRT804) park27@uwm.eduOfficeHours:Thursdays3:30pm~5:30pm,andbyappointmentRequiredTextbook:Mihalicek,V.&Wilson,C.(2011).LanguageFiles:MaterialsforanIntroductiontoLanguageandLinguistics,11thedition.TheOhioStateUniversityPress.ISBN:978‐08142‐5179‐9*ThisbookisavailableatthePantherBookstore(3132N.DownerAve.)CourseDescription:Thiscourseisageneralintroductiontothestudyoflanguage(Linguistics)forundergraduatestudents.Nopriorknowledgeoflinguisticsisrequired.Diversetopicswillbecoveredinthisclass,includingbutnotlimitedto,morphology,phonetics,phonology,syntax,semantics,sociolinguistics,psycholinguistics,andlanguageacquisition.Onegoaloftheclassistohelpstudentstoapproachlinguistictopicsinananalyticandscientificmanner.Anothergoalistohelpstudentsexploredifferentlinguisticissues,sotheycanfindtheirtopicsofinterestandcontinuetopursuemoreseriousresearchonthem.Lastly,thiscoursewillprovidestudentswithsomethingtostimulatetheirintellectualcuriosityonhumanlanguage.GERStatement:LearningOutcomesThis course meets the UWM General Education Requirements (GER) in the division of the Social Sciences. This course have the following outcomes: 1) Students will be able to recognize and analyze intrapersonal, interpersonal and/or sociocultural factors associated with individual behavior, collective action, or societal development; 2) Student will be able to demonstrate the ability to identify, apply and effectively communicate methodologies designed for conducting inquiry into human behavior, collective action, societies, or cultures, and 3) Student will be able to critically evaluate and apply alternative theoretical frameworks that have been used to offer meaningful explanations of social phenomenon. GERAssessment:AssignmentusedtomeasurelearningoutcomesToachievethethreeoutcomeslistedabove,studentstakingthiscoursewilldotheassignedreadings,analyzevariouslinguisticunits(e.g.,sounds,words,sentences),discussdiversetopicsrelatedtolanguage(e.g.,sociolinguistics,pragmatics),anddoafinalprojectusingknowledgeandskillsacquiredinthiscourse.AchievementofthelearningoutcomeswillbeassessedbyFinalExamandClasspresentation.YouwillfindmoreinformationonthesetwoassessmentsinthefollowingsectionCourseRequirements&Grades.

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CourseRequirements&Grades:Exams(41%):2midterms=13%+13%;Final=15%Therewillbethreenon‐cumulativeexamsbasedonthematerialscoveredintheprecedingweeks.Youcanuseadouble‐sidedone‐pagenotefortheexams.Allmaterialsassignedfromthetextbookoradditionalreadingscanbetested.Thescheduledtimeoftheexamswillnotbechanged.Homework(28%):4assignmentsx7%Therewillbe5homeworkassignmentsthroughoutthesemester.However,only4ofthem(withabetterscore)willbecountedtowardyourhomeworkassignmentscores.Homeworkassignmentsmustbetypedorneatlywritten.Anyillegiblehomeworkwillnotbegraded;thus,typeyourassignment,ifpossible.Alsostapleyourassignment,ifithasmultiplepages.5pointswillbetakenofffornon‐stapledassignment(Iamveryseriousaboutthisrequirement!).Studentsareresponsibleforanymissingpagesofhomeworkassignments.Eachassignmentwillbecollectedduringtheclassontheduedate(Checktheclassschedule!).Latesubmissionwillnotbeaccepted.ThehomeworkcanbedownloadedfromtheD2Lwebsite.Quizzes(14%):7quizzesx2%Therewillbe8quizzesthroughoutthesemester(Checktheclassschedule!).However,only7ofthemwithabetterscorewillbecountedtowardyourquizscores.Ifyouareabsentorlateonthedayofquizzes,youwillloseafullscoreforit.Talktoyourinstructorinadvanceifyouhavealegitimatereasontobeabsentorlatefortheclass.ClassPresentation(10%):Attheendofthesemester,youwilldoaclasspresentationonanylinguistictopicsfor10minutes(8‐minutepresentation+2‐minuteQ/A).Sometopicspresentedinthepastareleetspeak,nonverbalcommunication,jargonsingolf,formality,languageofInternet,Spanish,SignLanguage,sarcasm,slangs,Americanvs.BritishEnglish,Phonetics&Syntaxinplaywriting,etc.Afteryourpresentation,uploadyourpresentation&materialsusedtotheDropboxfolder(Presentation)inD2L.AttendantandParticipation(7%):Thisclasswillbeconductedinalectureplusdiscussionformat.Yourattentiontothelectureandcooperativeparticipationindiscussionareexpectedandalsorequired.Anybehaviordisruptingtheclassatmosphere,e.g.,sleeping,readingunrelatedmaterials,workingonthingsforotherclasses,receiving&sendingtextmessages,cominglateorleavingearly,etc.,willnotbetoleratedandyouwillbepenalized.Yourattendanceatthelectureisexpectedunlessyounotifyyourabsencewithunderstandablereasoninadvance.Attendancemaybecheckedatany(unexpected)timeandyourpresence/absencewillreflectyourattendance/participationscore.Ifyouareabsentonthedayofexamorquiz,youwillloseafullscoreforit.ExtraCreditassignment(5%):Therewillbeatleastoneextracreditassignment.Themaximumpointsyoucangetdonotexceed5%ofthewholescoresfortheclass.This

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assignmentwillbeannouncedfromtimetotime.OtherImportantthingstoknow:a.Inthiscourse,youaregoingtoexploredifferentaspectsoflanguagefromanewperspective.Ifyouarenotpreparedfortheclass,itwillbedifficulttofollowwhatisgoingonintheclass.Cometotheclassprepared(readthematerialinadvanceanddoyourhomework)andpayattentiontowhatisbeingdiscussedduringtheclass.Aftertheclass,reviewthematerialtoseewhetheryouunderstoodthelecture.Ifyoudidnotunderstandcertainthings,askyourclassmatesorcometoseemeduringmyofficehours.Ifyoucannotkeepupwiththepaceoftheclass,theclasswillgetharderasthesemestergoeson.

b.Studentswhomissanexamwillbegivenamake‐upexamonlyiftheyhavenotifiedmebeforethescheduledexamwiththereasonwhytheywillnotbepresent(ofcourse,thereasonmustbeverified).c.Anyoneguiltyofcheatingand/orplagiarismwillreceiveafailinggradeforacademicdishonesty.(Ifyouarenotsurewhatplagiarismis,checkthefollowingwebsite:http://www4.uwm.edu/libraries/guides/style/plagiarism.cfm)d.E‐mailcommunicationisimportant!Pleaserespondtoe‐mailsrelatedtocoursepromptly.

e.ChecktheclassD2Lsitefrequently!AnnouncementswillbemadeattheD2Lsite.

FinalGradingScale: I* 100‐92 A 89–91 A‐

86‐88 B+ 83‐85 B 79–82 B‐76‐78 C+ 72‐75 C 69‐71 C‐66‐68 D+ 63‐65 D 59‐62 D‐0‐58 F

I*:Studentswhocannotcompletethecourserequirementsbecauseofillnessorforotherlegitimatereasonsmaybeconsideredforagradeof‘I’providedtheyrequestit,inwriting,atleast,2weeksbeforethesemesterends.Forinformationonuniversitypoliciessuchas"StudentswithDisabilities,""ReligiousObservances,"andothers,pleaseseethefollowingwebsite:http://www.uwm.edu/Dept/SecU/SyllabusLinks.pdf.