B13
John Jay College of Criminal Justice
The City University of New York
New Course Proposal
When completed, this proposal should be submitted to the Office of the Associate
Provost for consideration by the College Curriculum Committee.
1.
Department (s) proposing this course: English and Anthropology
2.
Title of the course: Introduction to Language
Abbreviated title (up to 20 characters): Intro to Language
3.
4.
Level of this course:
___100 Level
Level
__X__200 Level
____300 Level
____400
Course description as it is to appear in the College bulletin:
(Write in complete sentences except for prerequisites, hours and credits)
This course provides an overview of language analysis and general linguistics, leading
to an understanding of how language in the legal process applies these principles. The
course discusses the formal properties of language, bilingualism, gender and language
use, language and culture, and linguistic issues within the criminal justice system.
Students will learn how to use the International Phonetic Alphabet (IPA) to transcribe
speech and discuss accents and dialects.
5.
Has this course been taught on an experimental basis?
___ No
_X__ Yes: Semester (s) and year (s): Fall 2005
Teacher (s): Professor Effie Cochran
Enrollment (s): 9
6.
Prerequisites: ENG 102 or 201, and ANT 101, or PSY 101 or SOC 101 or CRJ
101
7.
Number of: class hours__3__
8.
Brief rationale for the course:
lab hours__0__
Approved by UCASC, April 24, prepared for College Council, May 11, 2009
credits__3__
New Course Proposal, Page
When the Department of English first offered its new course in Forensic Linguistics
(ENG 328), it was discovered that students did not have sufficient background
knowledge concerning the history of human language and the field of linguistics in
general. Therefore, the initial part of the semester was spent on familiarizing students
with the principles of language and linguistics. The proposed course will offer that
background in general and forensic linguistics using primary sources from the fields of
general linguistics, sociolinguistics, and linguistic anthropology, and criminology case
studies.
The linguistic principles studied will serve as a good background for the 300–level
course in Forensic Linguistics already in the undergraduate bulletin.
Because the course deals with language and linguistics, its benefits extend to students
with an interest in other fields dealing with language, especially students seeking
degrees in English, Justice Studies, and International Criminal Justice at the
undergraduate and graduate levels. Additionally, this new course will support the
college’s mission of social justice as discriminatory issues surrounding language and
culture intersect all levels of the US justice system. The course will also expand the
linguistic expertise of our student body in general and help them acquire a balanced
view of social justice as it relates to the judicial process.
9a.
Knowledge and performance objectives of this course:
(What knowledge will the student be expected to acquire and what
conceptual and applied skills will be learned in this course?)
Students will:
 become aware of the crucial role of language in a variety of settings
 read, analyze, and evaluate research articles in the field
 gain knowledge of accents and regionalisms
 understand formal properties of language (i.e., morphology, phonology, and
syntax)
 understand that language use is highly contextual based on social factors
 understand how language shifts and changes over time and place






9b.
be able to use the International Phonetic Alphabet (IPA) for rapid and accurate
transcription of speech
employ critical thinking as they become familiar with applications of linguistic
expertise to actual legal cases
analyze spoken data
gain awareness of the social and linguistic factors that contribute to
discriminatory practices in the US justice system
gain familiarity with discourse analysis
understand how languages are acquired and maintained within
multilingual/multicultural societies
Information literacy:
2
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(Indicate what sorts of information seeking skills will be enhanced by this
course, e.g., use of the internet, access to specialized data bases, literature
search skills, etc.)
Students are expected to search for information, narrow their topics, and incorporate
them into a 10 to 12 page paper and other research assignments. They will enhance
their database research skills through the introduction and use of general and
specialized databases. Students will refine their use of more sophisticated techniques
for searching article databases such as the use of Boolean logic.
10.
Recommended writing assignments:
(Indicate types of writing assignments and number of pages of each type.
Writing assignments should satisfy the College’s requirements for writing
across the curriculum.)
At least two written reports of 3-5 pages are required when students are scheduled to
be discussion leaders of two or three assignments during the semester; submission of
two well-conceived typed questions to facilitate discussion due every session; a final 1012 page paper/project.
11.
Will this course be part of any major (s) or program (s)?
_X_ No
___ Yes
12.
Is this course related to other specific courses?
___ No
_X__ Yes. Indicate which course (s) and what the relationship will be (e.g.,
prerequisite, sequel, etc.).
It is a prerequisite for Forensic Linguistics (ENG 328).
13.
It is strongly advised to meet with a member of the library faculty before
answering question 14.
If this course was taught on an experimental basis, were the existing library,
computer, lab or other resources adequate for this course?
_X_ Yes
___ No. With whom has this been discussed? What has been
recommended?
It is recommended that that the library acquire the database Language and
Linguistic Behavioral Abstracts (LLBA) as a general linguistics resource. We
have discussed this and other acquisitions with Professor Maria Kiriakova.
While current resources are adequate, we will be constantly updating them. The
library has subscribed to the International Journal of Forensic Linguistics and has
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purchased a good number of pertinent titles, which they have placed on reserve
for the course. In addition, the library subscribes to Forensic Bibliographic
Database, Lexis/Nexis, MLA bibliography, and PsychINFO.
If this course was not taught on an experimental basis, are library, computer, lab
or other resources necessary for this course? N/A
___No
___Yes. With whom has this been discussed? What has been recommended?
14.
Syllabus and bibliography:
Attach a sample syllabus for this course. It should be based on the College’s
model syllabus. The sample syllabus must include a week by week or class by
class listing of topics, readings, other assignments, tests, papers due, or other
scheduled parts of the course. It must also include proposed texts. It should
indicate how much various assignments or tests will count towards final grades.
(If this course has been taught on an experimental basis, an actual syllabus may
be attached, if suitable.) In addition, a bibliography in APA format for this course
must be attached to this proposal.
Please see attached.
15.
This section is to be completed by the chair (s) of the department (s)
proposing the course.
Name (s) of the Chairperson (s): Professor Margaret M. Tabb;
Professor Richard Curtis
Has this proposal been approved at a meeting of the department
curriculum committee?
___No
_X__Yes: Meeting date: 10/16/08 (English)
02/09/09 (Anthropology)
When will this course be taught? One semester each year, starting Fall 2009
How many sections of this course will be offered? 1 section
Who will be assigned to teach this course? Professors Kimberly Adilia Helmer
(English), Effie Papatzikou Cochran (English), and Shonna Trinch
(Anthropology).
Is this proposed course similar to or related to any course or major offered
by any other department (s)?
_X__ No
___ Yes. What course (s) or major (s) is this course similar or related to?
Did you consult with department (s) offering similar or related courses or
majors?
New Course Proposal, Page
___Not applicable ___No
__X_Yes
If yes, give a short summary of the consultation process and results.
The following professors were consulted: Professors Maureen O’Connor, Chair
of the Psychology Department; Mangai Natarajan, Administrator of the
International Criminal Justice Major; Rosemary Barbaret; Delores Jones-Brown,
and James N. G. Cauthen, Administrator of Legal Studies Major; Amie
Macdonald of Justice Studies Major.
Will any course be withdrawn if this course is approved?
_X__ No
___ Yes, namely:
Signature (s) of chair of Department (s) proposing this course:
___________________
Date:
___________________
Date:
Revised: September 15, 2000
5
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Bibliography
Linguistics
Austin, J.L. (1962). How to do things with words. Cambridge, MA: Harvard University Press.
Berk-Seligson, S. (2002). The bilingual courtroom: Court interpreters in the judicial process.
Chicago: Chicago U. Press.
Brown, G., & Yule, G. (1983). Discourse analysis. Cambridge, U.K.: Cambridge University
Press.
Chomsky, N. (1986). Knowledge of language: Its nature, origin, and use. New York &
London: Praeger.
Fromkin, V., Rodman, R., & Hyams, N. (2006). An Introduction to language, (8th Ed.) New
York: Thompson & Heinle.
Lakoff, G. & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago
Press.
Pinker, S. (1999). Words and rules: The ingredients of language. New York: Harper Collins.
Searle, J.R. (1969). Speech acts: An essay in the philosophy of language. Cambridge, U.K.:
Cambridge University Press.
Tannen, D. (1990). You just don’t understand: Women and men in conversation. New York:
Ballantine.
Forensic Linguistics
Baldwin, J.R. & French, P. (1990). Forensic phonetics. London: Pinter Publishers.
Shuy, R.W. (1998). The language of confession, interrogation, and deception. Sage
Publications: London, U.K.
Cotterill, J. (2003). Language and power in court: A linguistic analysis of the O.J. Simpson
trial. Palgrave: Macmillan.
Coulthard, M. (1994). On the use of corpora in the analysis of forensic texts. International
Journal of Speech Language and the Law, 3 (2) 27-43.
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Coulthard, M. & Cotterill, J. (2006). Introducing forensic linguistics. London: Routledge.
Eades, D. (1994). Forensic linguistics in Australia: An overview. International Journal of
Speech, Language and the Law, 1 (2) 113-132.
Gibbons, J. (1996). Distortions of the police interview revealed by videotape. International
Journal of Speech, Language and the Law, 3 (2) 289-298.
Heffer, C. (2005). The language of jury trial: A corpus-aided analysis of legal-lay discourse.
Palgrave Macmillan.
Hollien, H. (1990). The acoustics of crime. New York: Plenum.
Olsson, J. (2004). Forensic linguistics: An introduction to language, crime and the law. New
York: Continuum.
Schane, S. (2006). Language and the law. New York: Continuum.
Shuy, R.W. (1998). The language of confession, interrogation, and deception. London: Sage
Publications.
Shuy, R.W. (2005). Creating language crimes: How law enforcement uses and (misuses)
language. Oxford, U.K.: Oxford University Press.
Solan, L. M. (1993). The language of judges. Chicago: Chicago University Press.
Stygall, G. (1994). Trial language: Differential discourse processing and discursive
formation. Philadelphia: John Benjamins.
Tiersma. P. M. (1999). Legal language. Chicago: Chicago University Press.
New Course Proposal, Page
Introduction to Language
ENG 299 Section 01
Fall 2009
Professor: Effie Papatzikou Cochran
Office: Room 745, English Dept.,
Academic Annex (619 W. 54th Street
between 11th and 12th Avenues)
Office hours: Tuesdays and Thursdays
12:30 PM-1:45 PM and by appointment
Classroom:
Office phone: (212) 237-8592
Email: ecochran@jjay.cuny.edu
Class time: 1:55 -3:10 PM
Tuesdays and Thursdays
Course Prerequisites
ENG 102 or 201, and ANT 101, or PSY 101 or SOC 101 or CRJ 101
Course Description
This course provides an overview of language analysis and general linguistics, leading
to an understanding of how language in the legal process applies these principles. The
course discusses the formal properties of language, bilingualism, gender and language
use, language and culture, and linguistic issues within the criminal justice system.
Students will learn how to use the International Phonetic Alphabet (IPA) to transcribe
speech and discuss accents and dialects.
Course Objectives—Students will:
 become aware of the crucial role of language in a variety of settings;
 familiarize themselves with the Sapir-Whorf hypothesis of how language can
influence (or even dictate thought) and its implication for the legal process;
 read, analyze, and evaluate research articles;
 be able to use the International Phonetic Alphabet (IPA) for rapid and accurate
transcription of speech;
 gain knowledge of accents and regionalisms;
 understand formal properties of language (i.e., morphology, phonology, and
syntax);
 understand that language use is highly contextual based on social factors;
 understand how language shifts and changes over time and place;
 analyze spoken data;
 gain familiarity with discourse analysis;
 understand how languages are acquired and maintained within
multilingual/multicultural societies
8
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

9
gain awareness of the social and linguistic factors that contribute to
discriminatory practices in the US justice system;
employ critical thinking as they become familiar with applications of linguistic
expertise to actual legal cases;
Required Materials
 Three-ringed binder for final portfolio
 Copies of your work as needed for class and group discussions
 Computer discs or flashdrive for storing class writing
 John Jay email address
Required Texts
O’Grady, W., Archibold, J., Aronoff, M., Rees-Miller, J. (2005). Contemporary
linguistics: An introduction (5th ed.). New York: Bedford/St. Martins.
Vanderweide, T. (2002). Study guide: Contemporary linguistics, an introduction. New
York: Bedford/St. Martin’s.
Supplemental readings will be distributed by the professor and/or downloaded from Ereserves.
The steps for accessing electronic reserves through the library are as follows:
1. Go to URL www.jjay.cuny.edu
2. Scroll down to library to access the library website.
3. Click on “Electronic Reserve.”
4. Click on “Course Reserves Pages.”
5. Click “Course Reserves Pages by Instructor.”
6. Scroll to or type “Cochran” and click view.
7. Click English 299.01
8. Type the password “Cochran” and click accept. All of the reading for the
semester will appear.
If you do not have easy access to a computer, there are various places across campus
where you can use computers and print. You must plan ahead and do the readings
when they are required. Please bring whatever readings we are working on to class with
you.
Recommended Texts
Clark, V., Eschholz, P. & Rosa, A. (1998). Language: Readings in language and
culture. New York: Bedford/St.Martin’s. (on reserve)
Fromkin, V., Rodman, R. & Hyams, N. (2006). An introduction to language,
(8th Ed.). New York: Thompson & Heinle.
Yule, G. (1996). The study of language (2nd ed.). New York: Cambridge Univ. Press.
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Course Requirements
Assignments
Reading assignment presentations and
two 3-5 page papers
10
Percentage
20
Exercises and study questions for class
discussions/Classroom participation
Terminology and phonetics quizzes
20
Midterm
20
Final exam
20
10-12 page language project to be
approved by the professor by midterm
20
Writing Assignments
Detailed assignment sheets will be provided to further explain assignments below.
Presentations and Presentation Papers
Students will be lead discussants for two or three class sessions. Students will also
submit a 3-5 page paper of their oral presentations. This paper will be a summary of the
day’s reading and include a critical evaluation of the readings and what was learned. It
should also mention (a) the strengths and/or weaknesses or limitations of the underlying
assumptions the author is making, (b) considerations that have not been taken into
account, and (c) whether and how the students’ thinking has been changed after this
particular reading. Students will also do database research to select an additional article
that complements the discussed articles by fortifying points (a) and (b) in their written
discussion.
Language Project
Students will create an original language applying linguistic concepts covered in the
course. Students will include the areas of morphology, phonology, syntax, and lexicon
among other areas covered in the course.
Manuscript Format
All formal written work must be typed using a standard 12-point font, double-spaced
with page numbers, and working title. All citation must conform to the APA style. APA
style guides can be found at: http://www.lib.jjay.cuny.edu/research/. Please include a
title, course-section number, instructor’s name, due date, and page numbers in the
header. Please staple your work. All final essays must be accompanied with its prior
revisions and placed in a pocket folder.
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The Writing Center
The Writing Center, located in room 2450 North Hall, is a service that provides free
tutoring in writing to students of John Jay. The Center has a staff of trained tutors who
work with students to help them become more effective writers, from planning and
organizing a paper, to writing and then proofreading it. The Writing Center is a valuable
resource for any student of writing, and I encourage you to use it, even if we do not
specifically refer you. If English is not your native language, you should go instead to
the Center for English Language Support (1201 North Hall), which is specially equipped
to help you with ESL-related issues.
Grade Breakdown
Grade A Excellent
Grade A-
93.0-100.0
90.0-92.9
Grade B+ Very good
Grade B
Grade B-
87.1-89.9
83-87
80.0-82.9
Grade C+ Satisfactory
Grade C
77.1-79.9
73.0-77.0
Grade C- Poor
Grade D+
Grade D
Grade D-
70.0-72.9
67.1-69.9
63.0-67.0
60.0-62.9
Grade F Failure
Below 60.0
Course Policies
Attendance
Regular attendance is critical for successful completion of English 299.01. Much of our
class work will involve class discussion, classroom exercises, and student
presentations. If you must miss a class please inform me prior to the absence. YOU are
expected to find out from other students the work missed, then complete and hand in all
work missed from that class. Note: If you miss more than four classes you will receive
a failing grade for the course. If you are late four times to class this constitutes an
absence.
Plagiarism
Plagiarism and cheating are extremely serious violations. Plagiarism can result in
automatic failure of the paper and the class. Cases of plagiarism can also result in
referral to the College for disciplinary action. Please refer to the Undergraduate Bulletin
for explanations of plagiarism, cheating, and their consequences. Therefore, when
submitting papers, be sure to give the proper attribution to the authors whose thoughts
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and writing you paraphrase or whose direct quotes you use. If you do not use
quotations correctly, or give attribution to authors, or if you download a piece from the
internet and present it as your own, it is plagiarism. In addition, please be informed that
the college subscribes to a service called <turnitin.com> for the detection of
plagiarism. For further information on academic integrity, please go to:
<http://www.jjay.cuny.edu/academics/762.php>.
Class Environment
Much of the format of the class will be group discussion, so it is essential that students
keep up on the reading and contribute to the learning process. Students are responsible
for bringing class texts and discussion questions to each class. This is a college class,
and behavioral problems, although not anticipated, will not be tolerated.
Late Papers
Please discuss any problems/concerns regarding assignments prior (not after) their due
dates so as to avoid late papers. Emailed papers will not be accepted. Paper grade will
drop one level each course day the paper is late.
Class Preparation
The assignments are to be read before the following class. Obviously, it will be much
easier for you to benefit from class discussions if you do all the reading on time! In
addition, you must bring two well-formed questions on the reading to facilitate and
contribute to the discussion. Each student will have two or more chances to be
discussion leaders throughout the semester. At that time, the lead discussants will be
required to submit their 3–5 page papers of their presentations. There will be a form
for you to sign up during the first two weeks of classes.
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Course Schedule
Please note: The schedule is subject to change at instructor’s discretion so please bring
your syllabus to each class to mark any changes. In addition, please bring
book(s)/assigned readings to each class session. The readings listed for a particular
day need to be read & ready to be discussed for the following class period.
Text abbreviations: CL= Contemporary Linguistics; SG=Study Guide
Week 1
Thursday
Week 2
Tuesday
Thursday
Week 3
Tuesday
Thursday
Week 4
Tuesday
Thursday
COURSE INTRODUCTION
Introduction and explanation of course and
general introduction to language; : “At the Pasar”;
an exercise on theTagalog language
VIEW: Video on Body Language;
READ: Edgar Alan Poe’s The Murders in the
Rue Morgue
GRAMMATICAL ASPECTS OF LANGUAGE
READ: Contemporary Linguistics (CL) CH. 1
GRAMMATICAL ASPECTS OF LANGUAGE
DUE: Text exercises on pp. 12-13 and Study
Guide (SG) pp. 1-9
PHONETICS: IPA & Phonetic Transcription
READ: CL CH. 2
PHONETICS: The Sounds of Language
DUE: SG pp. 10-35 and IPA transcription
PHONOLOGY: The Function and Patterning of
Sounds
READ: CL CH. 3
More transcription practice.
PHONOLOGY: The Function and Patterning of
Sounds
DUE: SG pp. 36-60
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Week 5
Tuesday
Thursday
14
MORPHOLOGY: The Analysis of Word
Structure
READ: CL CH. 4
DUE: SG pp. 61-90
SYNTAX: SENTENCE STRUCTURE –
(NP/VP/PP)
Sector Analysis: X-Word Grammar—QUIZ on
IPA
Tuesday
NO CLASS-College closed
Rosh Hashanah
Thursday
NO CLASS-College closed
Rosh Hashanah
Week 6
Tuesday
NO CLASS (Follow Monday schedule.)
Thursday
MIDTERM EXAMINATION
Week 7
Tuesday
Thursday
Week 8
Tuesday
THE PSYCHOLOGY and SOCIOLOGY OF
LANGUAGE
READ: Part III, CH 8, in Fromkin, et al. The
Psychology of Language pp. 341-383 (eReserve)
THE PSYCHOLOGY and SOCIOLOGY OF
LANGUAGE
READ: Part IV, CH 10, in Fromkin, et al.
Language & Society pp. 469-481; in Clark pp.
321-328 (David Crystal—dialects, Pidgins,
Creoles); in Clark, et al. Readings in Language
and Culture pp. 292-312;
(Roger Schuy’s article: Dialects: How they Differ)
SOCIOLINGUISTICS: AAVE
READ: Clark, et al. pp. 313-321; pp. 328-343
(William Labov’s: The Study of Nonstandard
English and Geneva Smitherman’s “It Bees Dat
Way Sometime: Sounds and Structure of
Present-Day Black English.)
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Thursday
Week 9
Tuesday
Thursday
Week 10
Tuesday
Thursday
Week 11
Tuesday
Thursday
Week 12
Tuesday
Thursday
Week 13
Tuesday
Thursday
15
SOCIOLINGUISTICS
READ: Fromkin, et al. section on African
American English pp. 459-464
VIEW: “Do You Speak American?”(Part I/ Part II)
GENDER-BASED LANGUAGE DIFFERENCES
READ: Towards degendered English in the ESL
classroom: The Medusa Syndrome (e-Reserve)
GENDER-BASED LANGUAGE DIFFERENCES
READ: TBA
THE LANGUAGES AND LANGUAGE
FAMILIES OF THE WORLD
VIEW: “American Tongues”
INTRODUCTION TO FORENSIC LINGUISTICS
READ: Forensic Linguistics by MauriceVarney
(e-Reserve)
INTRODUCTION TO FORENSIC LINGUISTICS:
LECTURE: Forensic Linguistics: linguistic crimes
and other offenses (Effie Cochran)
FORENSIC LINGUISTICS (cont.)
READ: The power of language (Susan E.
Crandall) (e-Reserve)
FORENSIC LINGUISTICS (cont.)
READ: Limited English proficient speakers in
legal settings (John Roy) (e-Reserve)
FORENSIC LINGUISTICS (cont.)
READ: Bruno Hauptmann Letters (e-Reserve)
FORENSIC LINGUISTICS (cont.)
READ: Non-native speaker/interpreters (Susan
Berg-Seligson) (e-Reserve)
NO CLASS: Thanksgiving holiday
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Week 14
Tuesday
Thursday
Week 15
Tuesday
Thursday
FINALS WEEK Begins:
Tuesday
FIELD TRIP-COURT VISIT
PRESENTATIONS
DUE: Student project presentations
DUE: Student project presentations
FINALS REVIEW
DUE: Student language project papers
Last day of classes; wrap up
FINAL EXAMINATION to be taken on the
appointed date and time (TBA).
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