Department of Literatures, Cultures and Languages
University of Connecticut
Syllabus
CLCS 1103 W Fall 2011 – Languages and Cultures:
Everything You Always Wanted to Know About Language and Were Afraid to Ask
TuTh 12:30-1:45 pm
ARJ 237 and Arj 211
Instructor:
Manuela Wagner
Office hours: TU 3:30 – 4:30 pm in Gentry 303C and TH 2:00-3:00 pm in Arjona
E-mail: manuela.wagner@uconn.edu
Textbook:
 Blum, Susan, D. (2009) (Ed.). Making sense of language. Oxford: Oxford University Press.
(Required).
Other relevant texts will be provided.
Course Description:
In this hands-on, module-based three-credit interdisciplinary course, you develop an understanding and
critical awareness of basic and critical issues concerning language and language use. The developing of
awareness and sensitivity towards language and its use, towards linguistic diversity and socio-cultural
issues and towards the differences between the diverse modes of communication will increase your
ability to improve your foreign language learning experience as well as the reflection on your own
language use in context. Weekly reading assignments will consist of short articles and chapter excerpts
and will be applied to classroom activities. You will develop a portfolio that will include your writing
assignments including the various versions of your written samples, homework assignments, and some
of your in-class activities.
Course objectives:
In this course you will be able to:
1) understand important concepts of language which will facilitate your foreign language learning experience,
2) develop tools to understand how language and communication work in context,
3) develop critical thinking and inquiry skills in issues of diversity and language and apply general concepts
and knowledge to specific situations in the discussions of case studies
4) define, describe, compare and contrast different approaches in language and communication research
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5) critically evaluate multimodal communication by comparing written, oral, nonverbal language including
new modes of communication such as internet, e-mail and chats.
6) develop writing skills by writing and revising 5-6 page writing assignments at the end of each of the three
modules and by receiving extensive writing training
7) apply computer literacy skills through the use of technology which is a crucial component in every part of
the course.
Relationship to Goal of General Education at UCONN
o Become articulate
o Acquire intellectual breadth and versatility.
o Acquire critical judgment
o Acquire consciousness of the diversity of human culture and experience
o Acquire a working understanding of the processes by which you can continue to acquire and use
knowledge
CA1 Criteria: This course fulfills the several Specific Criteria for Group I- Arts and Humanities:
1) Investigations and historical/critical analyses of human experience.
3) Investigations into the modes of symbolic representation. 4) Comprehension and appreciation of written,
graphic and/or performance art forms.
CA4 Criteria: As the General Education Requirements suggest, this course will encourage you to reflect upon
and critically engage in discussions of matters dealing with language and diversity and thereby human
experience. The course content and design will encourage you to explore your own language tradition within the
larger world.
The course meet s the following criteria:
1) Emphasize that there are varieties of human experiences, perceptions, thoughts, values, and/or modes of
creativity.
2) Emphasize that interpretive systems and/or social structures are cultural creations.
3) Consider the similarities that may exist among diverse groups.
4) Develop an understanding of and sensitivity to issues involving human rights and migration.
5) Develop an awareness of the dynamics of social, political, and/or economic power in the context of any of the
above four items.
W Criteria: You will develop an e-portfolio which will include your writing assignments including the various
versions of your written samples, your homework assignments, and your in-class activities. Peer and expert
feedback of written assignments will provide you with the tools to engage in the writing process whose major
component is effective revision. You will write three short response papers (1-3 pages each) and a 10-page final
project paper. In every writing assignment, you will submit both the first draft and the final draft. All
assignments should be written in double space, 12 pt and Times New Roman. You can choose one of the
following writing styles: MLA, Chicago or APA.
You will work on your final paper throughout the semester with your colleagues’ and my help. In order to pass
this course, you must pass the ‘W’ component of the course. All writing assignments (except for the final
paper) will be submitted in class, as hard copy only. For late submissions, 10 pts will be taken off per day.
University Writing Center
All UConn students are invited to visit the University Writing Center for individualized tutorials. The Writing
Center staff includes talented and welcoming graduate and undergraduate students from across the humanities,
social sciences, and sciences. They work with writers at any stage of the writing process, from exploring ideas to
polishing final drafts. Their first priority is guiding each student's revisions, so they frequently provide a
sounding board for a writer's ideas, arguments, analytical moves, and uses of evidence. They can also work with
you on sentence-level concerns, but please note that they will not proofread for you; instead, they will help you
become a better editor of your own work. You should come with a copy of the assignment you are working on, a
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current draft (or notes if you are not yet at the draft stage), and ideas about what you want out of a session.
Tutorials run 45 minutes and are free. You can drop in or make an appointment. For hours, locations, and more
information, please go to writingcenter.uconn.edu.
Academic Integrity
In this course we aim to conduct ourselves as a community of scholars, recognizing that academic study is both
an intellectual and ethical enterprise. You are encouraged to build on the ideas and texts of others; that is a vital
part of academic life. You are also obligated to document every occasion when you use another’s ideas,
language, or syntax. You are encouraged to study together, discuss readings outside of class, share your drafts
during peer review and outside of class, and go to the Writing Center with your drafts. In this course, those
activities are well within the bounds of academic honesty. However, when you use another’s ideas or
language—whether through direct quotation, summary, or paraphrase—you must formally acknowledge that
debt by signaling it with a standard form of academic citation. Even one occasion of academic dishonesty, large
or small, on any assignment, large or small, will result in failure for the entire course and referral to Student
Judicial Affairs. For University policies on academic honesty, please see UConn’s Responsibilities of
Community Life: The Student Code and the Office of Community Standards: http://www.community.uconn.edu
Students With Disabilities
Students who think that they may need accommodations because of a disability are encouraged to meet with me
privately early in the semester. Students should also contact the Center for Students with Disabilities as soon as
possible to verify their eligibility for reasonable accommodations. For more information, please go to
http://www.csd.uconn.edu/.
Grade Criteria:
Participation (including smaller projects)
Essays
Portfolio
Exam
Presentation
20%
40%
20%
10%
10%
Grading scale:
A
AB+
B
94-100%
90-93
86-89
83-85
BC+
C
C-
79-82
76-78
73-75
69-72
D+
D
D
66-68
63-65
60-62
F
0-59
Additional Information:
Talk to me immediately, should you have any problems or concerns with this course. Take advantage of my
office hours or make an appointment with me. I want you to succeed and enjoy languages and cultures!
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THIS COURSE DESCRIPTION AND SYLLABUS ARE SUBJECT TO CHANGE WITH PRIOR
NOTIFICATION OF THE INSTRUCTOR
Day
August 31
September 1
September 6
September 8
September 13
Contents
Introduction to course
What is language? What did you always want to know?
Language and communication
Module 1: Concepts of language and foreign language learning
Phonetics and phonology: Homophones, phonemes, consonants,
vowels
Introduction to projects
Blum, chapter 1:Burling, R. (2005). Smiles, Winks, and Words.
Morphology
Projects
Homework TBA
Chapter 1
Reaction paper (1):
My possible research
project, 1 page
Courses dropped after Sept 14 will have a “W” on the academic records
Syntax
Homework TBA
Writing good academic English
Peer-editing
2nd draft of reaction
paper (1)
Response paper (2)
(about Blum, chapter
4), 1 page
Homework TBA
September 15
Blum: Chapter 4: Pinker, S. (1994). How Language Works.
September 20
Non-linguistic means of communication (e.g. gestures, sign
language, mediated communication)
September 22
Activities for module 1 (online)
September 27
Activities and review
September 29
Exam and introduction to module 2
October 4
Module 2 Part 1: Language and Society
Pragmatics 1: Intercultural communication, politeness and
indirectness
Edited version of
response paper (2)
October 6
Pragmatics 2: Apologies and compliments
Scenarios
Module 2 Part 2: Language and diversity
Multilingualism
Language in Education: What Educators Should Know About
Language
Language Policy 1
Language planning (world language education and bilingual
education)
Blum: Chapter 15: Battistella, E.L. (2005). Bad Language – Bad
Citizens.
Language Policy 2:
Case
Languages and power: Language and gender
Blum: Chapter 30: O’ Barr, W. M. and Atkins, B.K. (1998[1980]).
“Women’s Language” or “Powerless Language”?
Video: Tannen, D.
Homework TBA
October 11
October 13
October 18
October 20
Homework TBA
Peer-editing
Exam
Response paper (3)
(1 article from your
research project), 2-3
pages
Homework TBA
Bibliography for
research project
Edited version of
response paper (3)
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Review Module 2
Introduction to Module 3
Diversity of modes of communication: differences and similarities
Spoken and Written language
Module 3: Multimodal communication
Diversity of modes of communication: Animal communication
Debate: Bilingual
education or topic of
choice
Homework TBA
Homework TBA
November 8
Mediated communication: New literacy practices
Chapter 5: Stokoe, W. C. (1991). Signing and Speaking:
Competitors, Alternatives, or Incompatibles?
American Sign Language
November 10
November 15
November 17
Case
Module 3: Review
In class time for project preparations and discussion of portfolio
November
21-25
November 29
Thanksgiving Holiday
Topic of your choice from one of the three modules
Homework TBA
December 1
Project presentations
December 6
Project presentations
December 8
Project presentations
Final project paper
 Project
presentation
 Project
presentation
 Project
presentation
December
13-15
Portfolio conference (including edited version of final Project paper)
October 25
October 27
November 1
November 3
Homework TBA
Response paper (4)
(part of your research
paper), 2-3 pages
Case preparation
Homework TBA
Edited version of
response paper (4)
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