UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Syntax II
2.
School which will be responsible for management of the module
SECL
3.
Start date of the module
Spring 2013 – revised for Sept. 2013
4.
The number of students expected to take the module
40
5.
6.
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal
None
Level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate
[M])
H Level
7.
The number of credits and ECTS value which the module represents
15 (7.5 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring Term
9.
Prerequisite and co-requisite modules
Foundations of Language 2 (LL311), Syntax I (LL519)
10. The programme(s) of study to which the module contributes
At H-level, this module will be an option for all students on the BA English
Language & Linguistics degree, and will be available as a wild module to students
in the faculties of Humanities and Social Sciences and to students on the Erasmus
exchange programme.
11. The intended subject specific learning outcomes
1. Students will be able to demonstrate systematic and detailed
understanding of the central areas of syntactic thought, as well as the
fundamentals of empirical enquiry
2. They will have developed and consolidated the skill of constructing
phrase-structure markers, the purpose of which is to provide an advanced
and comprehensive representation of syntactic constituency and
operations
3. Their advanced-level understanding of the theory and methods will enable
students to develop lines of argument and conduct theoretically informed
cross-linguistic analyses of data in a broad variety of contexts
4. Through classroom discussion and pair work, they will develop their
capacity for critical thought, their ability to express these thoughts
New module specification approved by Faculty 17 May 2012
UNIVERSITY OF KENT
accurately, be able to devise and sustain complex and nuanced arguments,
to solve complex problems and to analyse cross-linguistic data
5. Using data sheets given out in class, students will learn how to assess the
extent to which the linguistic theory they have been working with can both
describe and explain the syntactic properties of the data they have been
presented with in detail and with cogency, displaying high-level conceptual
understanding
12. The intended generic learning outcomes
1.
Through course-work and group discussions, students will learn to
communicate the results of study and work accurately, with well structured
and coherent arguments in an effective and fluent manner both in speech
and in writing
2. Communicative development will be furthered by pair work and general
contributions in lectures and seminars, which will be both individual and
collaborative
3. Management of time: these skills will be honed as the student keeps up
with weekly preparatory reading, conducts informal data analyses during
the term and hands in the mini-assignments punctually
4. Students will further hone the ability to manage their own learning, and to
make use of high-level secondary and primary sources
13. A synopsis of the curriculum
The aim of this module is to advance students' knowledge of syntactic theory. As
such, the course will expand upon a number of key topics from a broad range of
issues that were introduced in Syntax I, such as binding, the syntax of questions
and relative clauses and theta theory. We will also examine the interfaces between
syntax
and
other
core
areas
of
linguistic
inquiry
(semantics/pragmatics/morphology) by focusing on topics such as quantification,
ellipsis, and anaphora. Relevant theoretical work will be outlined and discussed and
students will have the opportunity to develop their skills in syntactic analysis and
argumentation by investigating several empirical phenomena from a wide range of
languages. They will also be encouraged to evaluate theoretical claims in the light
of the observations drawn. As such, the module will equip students with the
theoretical and methodological tools required in the specialised modules and will
highlight the crucial role of description in supporting and testing theoretical claims.
14. Indicative Reading List:
Baltin, Mark and Chris Collins (eds.). 2000. The Handbook of Contemporary
Syntactic Theory. London: Wiley-Blackwell
Carnie, Andrew. 2011. Modern Syntax: a coursebook. Cambridge: Cambridge
University Press
den Dikken, Marcel (ed.). 2012. The Cambridge Handbook of Generative Syntax.
Cambridge: Cambridge University Press
Hornstein, Norbert, Jairo Nunes and Kleanthes K. Grohmann. 2005. Understanding
Minimalism. Cambridge: Cambridge University Press
New module specification approved by Faculty 17 May 2012
UNIVERSITY OF KENT
Lasnik, Howard, Juan Uriagereka and Cedric Boeckx. 2005. A Course in
Minimalist Syntax. Malden, MA: Blackwell
15. Learning and Teaching Methods, including the nature and number of contact hours and
the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes
This module will be taught in two sessions, consisting of one lecture and one 1hour task-based workshop. The lecture will address key formal linguistic theories
and syntactic concepts (learning outcomes 11.1- 4), while the seminars will provide
for practical investigations of the topics introduced in the lectures (learning
outcomes 11.5 & 12.1-4).
Total contact hours: 20
Total number of study hours: 150
16. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
100% coursework, consisting of seminar participation, 3 equally weighted miniassignments and an exam.
Seminar participation:
10%
Technical-assignments, collectively:
Exam:
30% (10% each)
60%
The mini-assignments and the exam will assess students’ knowledge and
understanding of the material as well as their ability to recognise technical issues
that arise when analyzing written transcripts (learning outcomes 11.1-4). The mark
for seminar performance will reflect students’ ability to engage clearly and
effectively in oral discussion and argument (learning outcomes 11.5 & 12.1-4).
17. Implications for learning resources, including staff, library, IT and space
Large seminar rooms with computer facilities and large whiteboard space are
essential.
18. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need in
its teaching. Within this module we will make reasonable adjustments wherever
necessary, including additional or substitute materials, teaching modes or assessment
methods for students who have declared and discussed their learning support needs.
Arrangements for students with declared disabilities will be made on an individual basis,
in consultation with the University’s disability/dyslexia support service, and specialist
support will be provided where needed.
19. Campus(es) where module will be delivered
Canterbury
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
SCHOOL
New module specification approved by Faculty 17 May 2012
UNIVERSITY OF KENT
Statement by the School Director of Learning and Teaching/School Director of
Graduate Studies (as appropriate): "I confirm I have been consulted on the above module
proposal and have given advice on the correct procedures and required content of module
proposals"
................................................................
..............................................
Director of Learning and Teaching/Director of Graduate
Studies (delete as applicable)
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction
of the module and, where the module is proposed by School staff, will be responsible for its
resourcing"
.................................................................
..............................................
Head of School
Date
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR
VALIDATED INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as
applicable): "I confirm that the College/Validated Institution (delete as applicable) has
approved the introduction of the module and will be responsible for its resourcing"
.................................................................
Nominated Responsible Officer
College/Validated Institution
of
..............................................
Partner
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
New module specification approved by Faculty 17 May 2012
Date
UNIVERSITY OF KENT
Module Specification Template
Last updated July 2010
New module specification approved by Faculty 17 May 2012