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TRENT UNIVERSITY
DEPARTMENT OF ENGLISH LITERATURE
ENGLISH 3100Y – 2012-13 (FW) Peterborough
STUDIES IN THE HISTORY OF THE ENGLISH LANGUAGE
Instructor: Professor Sarah Keefer, TC WH 117. 748-1011 x6033 skeefer@trentu.ca
Home email sarah.keefer@rogers.com Cell phone 705-760-4847 for emergency texting only
Office hours: Mondays 10-12 am, or at mutual convenience.
Administrative Assistant: Patricia Heffernan, pheffernan@trentu.ca
TC WH 134, 748-1011 x7733
Course Description
English 3100 is a comprehensive survey of some of the major periods in the history of the
English language, from its origins in Anglo-Saxon times through to the present day. The focus
is fundamentally linguistic-driven , but we will also examine popular culture and social history
to illustrate and analyse the trends of what is arguably the world’s most fascinating language.
The course has four distinct parts. In the first, we explore the grammar and structure of the
language as it is currently spoken, looking at basic linguistics, and identifying parts of speech.
The second part of the course deals with the period of English known as Old English, from its
origins to the time of the Norman Conquest in 1066. Part three continues the chronological
survey with an examination of Middle English and an overview of some of the social,
historical, and linguistic features of the time between 1066 and the modern period. The final
part of the course examines current language use in areas such as advertising, politics and
computing, and explores new avenues of experimentation and study.
Course Objectives
Students taking this course can expect
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to understand how and why the English language has developed in the way it has;
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to understand why the English language can be used by writers to persuade;
to understand the means by which the English language affects readers through media,
advertising, and textual presentation;
to study basic language features such as sound, sentence structure, and semantics, and to gain an
understanding of how stylistics deepens an awareness of language use in all texts to be read in
Trent's English programme;
to become more aware of what is already intuitively known, i.e. the way in which a vernacular
or acquired second language functions and how modern society uses it;
to learn language principles that lead to a better understanding and use of grammar;
to bring a new grammar skill-set to bear on an understanding of the earliest forms of English,
learning to notice and observe mindfully first Old English and then Middle English, and the
cultural and political reasons for the development from one to the other;
to learn how to recognize and analyze grammatical structures in earlier stages of English and
develop critical-thinking and presentation skills in conveying the results of analysis through oral
and written presentations;
to learn to construe an Old English text grammatically, i.e., identifying the parts of speech and
functions of words, a skill which enables the tracing of future developments of English
grammar and the understanding of the grammatical concepts of modern English more
completely;
to examine critically the English of the present day, and to extrapolate about the future of
English as it will be affected by the Internet, and by the many changes to multimedia
communications and to new textual developments such as the graphic novel;
to apply new linguistic skills to an analysis of a twentieth-century novel and to apply tools of
linguistic analysis;
to master classroom basics of English grammar for teacher education at both elementary and
secondary levels;
to develop an understanding of the subtleties and nuances of language needed in careers of
journalism, marketing and promotional writing, or professional communications.
Course Design
Each week the 3100 student attends three different hours of study: one hour of small-group
seminar, one hour of interactive lecture, and one hour of Active Reading workshop:
timetabling this year has placed seminars before lecture and workshop hour, so student
preparation in reading assigned material each week will be of the utmost importance.
I expect you to be accountable in any absences that are unavoidable: this is why I have
included my cell phone number for texting only.
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If you have a legitimate reason for missing Lecture and Workshop, I will expect to receive a
text from you no later than 8:45 am that Friday morning. Students who do not attend the AR
hour without texting me beforehand will not be permitted to try generating and posting notes
for that week. At the start of each week's AR workshop, I will be setting out a list of those
students who are absent with permission, and of those students who are AWOL. These lists
will inform podgroups of whose work, despite an absence, they may still expect to read by 6
pm that night, and whose work they can safely ignore: see below, under Active Reading.
Lecture and Active Reading Work:
On Fridays at 10:00 in Bagnani Hall at Traill College, we will have an interactive Lecture on
language history and development, and then immediately following it at 11:00 , a second
hour's workshop where students will participate in the process called Active Reading, with the
course's first AR hour providing a model of how this process operates: the AR section of the
course (15% per term) will be entirely student-driven, with all work posted, assessed and
“graded” by students; my involvement will remain for the most part passive.
Each week students will be provided with a section of text (later posted on the mLS ENGL
3100 site), and will work first independently and after perhaps 20 minutes, in randomlyconstructed, very small groups, using the “pair-share-square” approach, generating and
discussing observations on the text based on their developing language skill-set for the rest of
the workshop hour.
Students will then take these observations away for refinement and will post them by 6 pm
Friday in the discrete four-member 'pod groups' in the mLS Discussion site to which they are
assigned in September; in their pods they will also read the posts of their podmates, comment
on them, rate their efficacy on a simple scale, and justify that rating, all work to be complete
each week no later than Sunday at 6 pm.
Postings, comments and assessment for the AR segment of the course (weeks 2-12, 18-23)
will be student-generated, and transparent only to each quartet and to me: I will read and
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record the median of these assessments each week, stepping in with comments or
suggestions as needed but not removing the assessment autonomy from the class; results
will be uploaded during Fall Term Reading Week, Christmas Break, Winter Term Reading
Week, and by the Tuesday of the final week of the course, preparatory to the final workshop
of the year. Information on how to read posts effectively and to assess constructively will be
provided during the first week of term. Failure to post will result in a 0 for that week which will
affect your medians; failure to assess and justify will result in substantial deductions to that
week's work. Stay on top of this! It's yours. Don't break it!
During weeks 14-17 early in the WI term, the AR hour will be used for Etymology Tracking
Presentations (see below, in Assignments). During weeks 18-23, AR postings and
assessment will resume with the additional weekly requirement of at least one “Go Question”
(a constructive analysis-driven question on each week's text which could theoretically open
the way for a productive essay discussing the language of that text), and in week 24 the final
assignment called GQ in Action (see below, in Assignments) will be begun in the last AR
workshop hour.
A general circular on this process will be posted on the ENGL 3100 mLS site.
Seminar:
Every student is also to attend one hour of small-group Seminar (12 students max) weekly in
which specific questions are addressed, short quizzes, individual written assignments or oral
team exercises are undertaken, and informal discussions are held.
Required Text
Sarah Larratt Keefer, Now and Then (available in class from the instructor only and with new
additions for 2012-13: $45, payable to “Sarah Keefer” by cheque or in cash).
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Course Schedule
Lecture :
Traill College, TC 101 (Bagnani Hall): Friday, 10:00 – 10:50 am
AR Hour:
Traill College, TC 101: Friday, 11:00 – 11:50 am
Seminars:
Thursday 2:00 - 2:50 pm: Traill College, Crawford House 102
Thursday 3:00 - 3:50 pm: Traill College, Wallis Hall 128
Thursday 4:00 - 4:50 pm: Traill College, Wallis Hall 128
Friday 9:00 - 9:50 am: Traill College, Wallis Hall 128
WORK EXPECTED:
FA term 50%:
Participation 10% (including four short grammar quizzes @1% each, and preparation,
involvement, and engagement in general seminar discussions);
AR work 15%: individual notes (point form is fine, min. 500 words, max. 1000 words) posted
by pod members by 6 pm each Friday and assessed/justified by rest of pod no later than 6
pm each Sunday;
Parts of Speech exercise 7.5% (see Assignment Section) in seminar September 27/28;
Teams 10% (see Assignment Section) in seminar during weeks 10-12, Nov 15/16 – 29/30:
7.5% presentation work and 2.5% commentary and annotation of handouts for the other two
weeks;
Construing exercise 7.5% due in Lecture to me on November 29.
WI term 50%:
Participation 10% (including preparation, involvement, and engagement in seminar);
AR work 15% as for the FA term;
Teams 10% (see Assignment Section) in seminar during weeks 16-18, Jan 31/Feb 1 - Feb
14/15: 7.5% presentation work and 2.5% commentary and annotation of handouts for the
other two weeks;
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Etymology Assignment 7.5% (see Assignment Section);
GQ in Action 7.5% (see Assignment Section) begun during the last AR workshop hour of the
year (April 5, 2013) and due in to my office as a short essay no later than noon, April 8, 2013.
There are no formal tests or examinations in this course; all work is short, varied in format,
and cumulative. As such, regular attendance is essential for success; people cannot take
notes for you, nor can you “make up” assignments unless you have senior tutor support and
documentation to support an absence. Therefore it is worth repeating that an unusually-high
degree of class participation, preparation and involvement are expected in order to earn
successful grades. If you fall behind by more than three weeks, you may be unable to catch
up. Therefore please contact me rather than going into denial if you begin to get lost.
ASSIGNMENT SECTION
I. Participation
A mark of 10% is available each term for active participation in classes and in the course in
general. Four 5-minute quizzes based on your readings will be held at the start of each
seminar September 13 and 20 and October 4 and 11, so be sure you are in seminar on time
those days. Remember that active participation also means showing courtesy to other
students by not dominating conversations and by respecting the opinions of others. Marks will
be lost for missed seminars and an automatic deduction of 1% of your final grade will be
made if you fail to attend a Teams seminar in which other students are presenting; this is in
addition to the marks you will lose for not submitting your required portion of the presentation
assignment due that week. If you must miss a class for health or other valid reasons, please
contact me by text/email as soon as you can. Documentation and/or written support from your
College's Senior Tutor will be required for exemption. Total Course Value: 20%.
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II. Parts-of-Speech Assignment
This assignment will be done in your seminar on September 27 or 28, and will test your
understanding of English grammar and the function of the parts of speech as covered in your
text. This is valuable not only for your analysis of modern English, but also to assist you with
tackling the grammatical analysis of Old and Middle English later in the course. The
assignment will consist of a short passage in which you identify all the parts of speech as
used therein. You will have 30 minutes in which to complete it; it will then be corrected in
class and returned to you. Students requiring DSO assistance for this exercise will need to
speak to me a minimum of three weeks ahead of time in order to schedule writing through
DSO. You are strongly encouraged to bring a dictionary, although be aware that it will only
take you so far. We will practise identifying parts of speech in the seminars in the weeks
beforehand. Value: 7.5%.
III. Old English Team Presentation
In seminar in week 7 (October 18/19), you will be divided into teams for the Old English
presentations in seminars during weeks 10-12. The extent to which you present individually or
as a group is up to each team, but some consultation is needed to ensure that all the topics
are being covered for each week’s text, and that each student is doing an equal share of
work. Remember to make use of the Glossary and the translations as you work. Consultation
with me is a good option to pursue as well! Value: 10%.
Texts to be covered are as follows: Week 10 (Team A: Nov 15/16) – Old English Text 6;
Week 11 (Team B: Nov 22/23) – Old English Text 7; Week 12 (Team C: Nov 29/30) – Old
English Text 9.
The grading for this assignment is in three stages:
(i) During your presentation, your team will be responsible for allocating appropriate parts
of the passage according to the topics below, and for presenting for a total of approx
30 minutes. (thus a four-member team will each speak for around 7 minutes each: 5%,
assigned individually and not as a group mark to the team);
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(ii) You should each prepare a one-page, single-sided handout that summarizes your
section of the presentation. This must not be the text of your presentation (for which a
grade of zero will be given), but instead it should be a point-form synopsis that people
can take away with them (bring enough copies!), perhaps including additional
examples and/or further references you didn't have time to include orally (2.5%).
(iii) For the two weeks when you are not presenting, you will be responsible for
participating fully by preparing, in advance and in type (points will be removed for
hand-written: it's too easy to scribble on the fly which is not what you should be doing)
a set of observations or questions about the week's passage that you will bring to
class, annotate legibly in handwriting during the presentation, and then submit. To do
this well, you need to read the passage carefully, consider its content, prepare your
thoughts (which should include grammar and structure as well as phonology and
semantics), and then take notes during the presentation. Your submission should be
no more than one page, single-sided. You should also be ready to participate in the
discussion following the presentation, using your observations/questions as a starting
point. (2.5% for both annotated submissions).
We will have three practice weeks (Oct 18/19, Nov 1/2 and Nov 8/9) where we will deal with
OE grammar in seminar before you do this on your own. Each week will be devoted to one
text, according to this schedule:
To aid in the division of responsibilities, consider allocating duties according to the
following areas:
Phonology and orthography: (Everyone should contribute to this component, since it involves
the least grammatical analysis.) Read the passage aloud to the class, so you must practise it
beforehand (remember that I am a resource here). Identify the words that are particularly
challenging to read, noting different orthographic symbols (letters) or phonetic representations
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(sounds). Don’t worry if you end up saying what has been said before; the point is to read as
well as you can and show how this passage exemplifies the issues raised in class.
(a) Diction: Identify the semantic fields of the words used in the passage and explain some of
their meanings. Pay particular attention to words that (a) still have direct descendants in MnE
(Modern English) today, (b) have been replaced in MnE by another word entirely, and (c)
have undergone a semantic shift between OE and MnE. Use your glossary and the
translation to help you.
(b) Nouns and demonstratives: Identify all of the nouns and, where applicable, the
demonstratives that go with them. Discuss the variation that you find in noun and
demonstrative endings, explaining what this means. You need to consider terms such as
case, number, and gender in your presentation.
(c) Verbs and their subjects: Find all of the finite verbs in the passage and locate their
subjects. Discuss the variation that you find in verb endings, explaining what this means. You
need to consider terms such as tense, person, and number in your presentation.
(d) Syntax and sentence structure: Choose one or more sentences to exemplify some of the
word-order tendencies of OE. It is a good idea to choose a sentence that deviates
significantly from MnE word order to illustrate your points best (the passage's translation will
show this to you from underlined sections). In your presentation, you need to identify parts of
speech (this will entail some repetition of the previous presenters’ points, so you should
consult with them), clauses, and phrases.
Unlike group presentations where one weak link can ruin the entire presentation, for this
presentation you will be graded individually on your own contributions. There is no group
grade.
IV. Old English Construing Assignment
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The text to be construed (i.e., analysed grammatically, identifying parts of speech and the
inflected forms of various words) is Text 5 from p. 153 of Now and Then. How to construe an
OE text is laid out for you in detail in the course text, pp. 133-46, and the lecture on Nov 22
will be devoted to a practical demonstration of how to construe that should help as a doublecheck for your work before you submit it. Value: 7.5%.
Due at Lecture, Friday 10:00 am, November 29. It can be handed in earlier but no later. You
should begin this assignment well in advance.
V. Middle English Team Presentation
Teams will once again be chosen during seminar of the first week of the Winter term, for the
seminar team presentations to be held during the weeks of Jan 31/Feb 1 – Feb 14/15. The
goal of this assignment is to allow you to consider how English developed between 1066 and
ca. 1600. As you will discover, ME (Middle English) is on a continuum between OE and MnE,
so it is less easy to perform a true grammatical analysis. Instead, you will assess where your
text stands on this continuum using the following suggestions as a guide in preparing your
work (do not be afraid of bringing OE or ME texts already studied into your comparison):
(a) Phonology and Orthography: Which letters are being used in your text to represent sounds
that are different either from OE or from MnE? In what ways does its orthography make it
LOOK more like OE or like MnE? Are there new letters that you didn't encounter in OE? Are
there letters, familiar from OE, which do not appear here? If something else is in their place,
have they dropped out of use? Do new spellings of words suggest new ways of pronouncing
them?
(b) Morphology: do you still see a variety of demonstrative adjectives and, if so, what are
they? Do you find a blend of inflected demonstratives and what we now know as the definite
article? Do you see evidence of a developing indefinite article? What evidence of noun,
adjective or verb inflection can you find? How do they resemble or differ from what you would
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have expected in an OE text? A MnE text? Can you see examples of levelling or analogy
here, and if so, where?
(c) Syntax: compare the word order of your text to that of MnE (you could use the translation
as a guide here) and single out places where it differs significantly: can you find any
morphological evidence, indicating grammatical information of case and accord, which might
account for these places of deviance? Quickly identify clause boundaries, prepositional
phrases and adverbs, and look both at your clauses and at the sentences as a whole to
compare its syntax with the OE you were used to and the MnE of the translation.
(d) Semantics: how many words in your text have evident MnE descendants, even if their
meanings have changed to some degree? How many are extinct? How many words in the
text are native OE words? How many are borrowed? Choose at least four borrowed words to
look up in the OED to see when they “arrived” in English usage.
You should also use Now and Then pp.191-213 for further guidance in the kinds of question
to consider when developing your presentation. Value: 10%.
We will once again have three weeks beforehand to practise in. Texts to be covered by team
presentations are as follows: Week 16 (Team A: Jan 31/Feb 1) – Middle English Text 3;
Week 17 (Team B: Feb 7/8) – Middle English Text 7; Week 18 (Team C: Feb 14/15) –Middle
English Text 10.
The grading for this assignment is in three stages, identical to the OE presentation in first
term:
(i) During your presentation week, the team will be responsible for allocating appropriate parts
of the passage according to the topics above and presenting for a total of 25-30 minutes
(5%).
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(ii) You should prepare a one-page, single-sided handout that summarizes your section of the
presentation. This must not be the text of your presentation (for which a grade of zero will be
given), but instead it should be a point-form synopsis that people can take away with them
(bring enough copies!), perhaps including additional examples and/or further references
(2.5%).
(iii) For the two weeks when you are not presenting, you will be responsible for participating
fully by preparing, in advance and in type (see Old English Teams section for rationale) a set
of observations or questions about the passage that you will bring to class, annotate legibly
during the presentation, and then submit. To do this well, you need to read the passage
carefully, consider its content, and then take notes during the presentation. Your submission
should be no more than one page, single-sided. You should also be ready to participate in the
discussion following the presentation, using your observations/questions as a starting point
(2.5% for both weeks' submissions).
VI. Etymology Assignment
12 different Modern English words that are in some way “in play” (ie being used in new ways)
will be assigned randomly in late September to students in each seminar; they will work
independently of one another, tracking their words to see how and where it is being used in
modern parlance. During the Fall term, nothing is handed in but you need to notice, seek out,
and record instances of where you see your word being used in the media (advertising, news
, social, and cultural media) or in social settings. Keep notes, especially as to the way it is
being used (what part of speech is it? What does it mean? Do you find specific contexts
where it is used?) and on who (what age group? What gender?) is using it.
Part 1: Etymology Tracking Presentation: the AR hour of weeks 14-17 (Jan 14-Feb 4) will be
dedicated to small groups of students who have been working independently tracking current
use of their words; repetition of information is both expected and welcome for what it can tell
us about validation of data. Each word group (3-4 students) will have approximately 15
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minutes (thus 3 minutes each only) for spontaneous round-table presentation on tracking
observations and free-fall discussion. The way to prepare for this is to keep notes on your
observations throughout the FA term, speak to those notes in your allotted few minutes, and
hand in a legible record of your tracking which highlights the points you thought were
important. Repetition will not be a problem as students will be working in a vacuum, as it
were. Each student will be graded on clarity of presentation, the thoroughness of preparation,
and informed opinion. Value: 3%.
Part 2: Etymology Report, due in Lecture February 11: a short (3 pages max., single-spaced,
point form acceptable) account of the etymology of your word. A brief bibliography listing all of
your sources is required. Value: 4.5%.
Consult the OED (Oxford English Dictionary) online through Topcat as your first point of
research: this is essential, and the failure to do so will cost you dearly. Summarize in your
own words (do not cut and paste) the information you find both there and in other relevant
sources (other refereed dictionaries or reference works, works on etymology, etc.; do not use
Wikipedia or Wikipedia-like tools for this assignment). You will likely cover some or all of the
following areas in your discussion (some areas will apply to some words more than to others),
and important points from your Tracking Presentation should be built into the Report as well.
Origin: what is the earliest recorded use of the word as found in the Oxford English
Dictionary? what was its original provenance? Is it native (from Old English, C.E. 600-1100)?
Borrowed into speech (from Old French, as early as C.E. 1100 but primarily during the period
C.E. 1250-1400)? borrowed into culture (from Latin, Greek or other continental languages as
a result of “aureate diction” and then of “humanism” during the period C.E. 1400-1600)?
neologistic (ie made up)? A combination of any of these options?
Orthography: how has the word’s spelling changed, and are these changes in any way
significant?
Parts of Speech: how has the use of the word changed grammatically from its earliest
recorded use?
Semantics: how has the meaning of the word changed over time?
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From the foregoing, it should be obvious that the most comprehensive work for each part of
this assignment would have the student with all research complete for the Report by the time
that her or his Tracking Presentation is scheduled. Any information gleaned from a related
presentation and used in a report should be duly footnoted.
VII: GQ in Action: in the final AR hour on Friday April 5, each student will work independently
to formulate AR responses to a text, generating observations and notes for her/his own use
and formulating a Go Question upon which to write a short essay. S/he will email to me that
Go Question no later than 6 pm that Friday evening. I will provide one of three responses no
later than 10 pm that night: a) Green Light (= go ahead, this will work fine; no ceiling on
potential result); Amber Light (= would work with tweaking which I will suggest but providing
this assistance will have some effect on the final grade [i.e. grade ceiling = 80]); Red Light (=
nope, dead end, try again, and I will try to redirect the thinking; the assistance required by
this response will have substantial impact on the final grade [i.e. grade ceiling = 70]). Each
student then has 48 hours to research and answer his/her generated questions using all the
skills acquired during the year, in the form of a short reflective essay which answers the
questions formulated (maximum 1500 words). These essays are to be submitted to me in my
office no later than noon, April 8, 2013. 7.5%.
Rules Concerning Assignment Submission
Assignments II, III, V, VI Part 1 and VII are to be held on specific dates during class time, and
these cannot be changed.
Assignments IV and VI-Part 2 have submission dates: for these two, any student can request
up to a week's extension without excuse, provided that request is made no less than a week
before the assignment's due date. Requests must be made by email to both my trentu.ca and
rogers.com accounts (to ensure that I receive it in a timely fashion); I will confirm the
extension by return e-mail, and the complete transaction (request and confirmation) must be
printed out and attached to the assignment, which is then due in either at a pre-arranged
meeting with me or to the Department Office no later than 2 pm one week after the original
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due date. Assignments with extensions can receive full marks but will not necessarily receive
the extensive commentary that assignments handed in by the due date can expect.
Most of this course's assignments are to be signed in to me during seminar, not during
Lecture period unless otherwise noted above, or in the case of emergencies, to the
Department Office where they will receive a date stamp. I do not accept electronic
submissions, and assignments slipped under my office door or that of the Department Office
will be deemed “not submitted.”
Late assignments without extensions: an assignment without confirmed extension accrues a
late penalty of 10% per day (by Department Office Hours) after 4 pm of the date on which it
was to be submitted, for a total of -20%. It receives a 0% F grade after 4 pm of the second
day.
Assignments are to be on ONE side of white bond paper; are to be stapled or paper-clipped
only; if in handwriting, are to be legible; are to have numbered pages; are to carry the
student's name and student number together with the course number and seminar section;
are to be proof-read before handing in; and are to be in “fair copy” (i.e. no white-out etc.).
Marks will be deducted for any of these infractions.
Academic Integrity: Academic dishonesty, which includes plagiarism and cheating, is an
extremely serious academic offence and carries penalties varying from a 0 grade on an
assignment to expulsion from the University. Definitions, penalties, and procedures for
dealing with plagiarism and cheating are set out in Trent University's Academic Integrity
Policy. You have a responsibility to educate yourself - unfamiliarity with the policy is not an
excuse. You are strongly encouraged to visit Trent's Academic Integrity website to learn more:
www.trentu.ca/academicintegrity.
While scholarly work often involves reference to the ideas, writing and data of other scholars,
it is intellectually dishonest to present the work of others without explicitly and clearly giving
them credit and appropriate reference. Plagiarism means passing off another person's work
as one's own (including other students' essays, internet material and purchased essays).
Debts to secondary sources, regardless of their origins, must always be indicated in
footnotes, endnotes or in parenthetical citations within the text of the essay. There is a debt to
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another writer if 1) the writer's exact words are used; 2) the writer's work is paraphrased; 3)
the writer's ideas are used. See Notes on the Preparation of Essays in the Arts and Sciences
for the proper format.
Access to Instruction: It is Trent University's intent to create an inclusive learning
environment. If a student has a disability and/or health consideration and feels that he/she
may need accommodations to succeed in this course, the student should contact the
Disability Services Office (Blackburn Hall, BH 132, 748-1281, disabilityservices@trentu.ca) as
soon as possible. Complete text can be found under Access to Instruction in the Academic
Calendar.
English Department Website: For the most complete and up-to-date information on the English
Department – courses, faculty, schedules, procedures, policies, special events – check the English
Department website at www.trentu.ca/english. For academic advice about the English program, email
englishadvice@trentu.ca.
Policy on cell phones
Please ensure that all cell phones are turned off during class time, and please refrain from using these
or similar electronic communication devices until after class. If you use a laptop in lectures, please use
it only for taking notes, not for email, online chat or web surfing unless otherwise directed.
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FALL TERM 2012
DATE
LECTURE
AR
SEMINAR
Sept 6
Language
How It Works
Expectations
N&T 8-35
Sept 13
Phonology
Textwork
Quiz 1. Sounds
N&T 36-54
Sept 20
Morphology
Textwork
Quiz 2. Exercises
N&T 57-87
Sept 27
Stylistics
Textwork
Parts of Speech ex. N&T review
Oct 4
Syntax
Textwork
Quiz 3. Clauses.
N&T review
Oct 11
Semantics
Textwork
Quiz 4. Dr Seuss
N&T review
Oct 18
Introduction to OE
How It Works
Expectations
N&T 88-101
Oct 21-25
READING WEEK – Read N&T pp. 88-151 CAREFULLY
Nov 1
Old English
Textwork
Exercises
PREP for seminar
N&T 88-101
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Nov 8
Old English
Textwork
Exercises
N&T 102-111
Nov 15
Old English
Textwork
Teams
N&T 111-131
Nov 22
How To Construe
Textwork
Teams
N&T 133-151
Nov 29
End of ASE
Textwork
Teams
N&T review
WINTER TERM 2013
DATE
LECTURE
AR(Q)
SEMINAR
PREP
Jan 11
1066-1204
How It Works
Exercises
N&T pp. 177-90
Jan 18
1204-1350
Tracking
Exercises
N&T pp. 191-214
Jan 25
1350-1400
Tracking
Exercises
N&T review
Feb 1
15th Century
Tracking
Teams
N&T review
Feb 8
16th Century
Tracking
Teams
N&T review
19
Feb 15
Feb 18-22
17th-18thC
Textwork/GQs
Teams
N&T review
READING WEEK
Mar 1
Beyond England
Textwork/GQs
Mar 8
Canadian English
Textwork/GQs
Exercises
Mar 15
Advertising English
Textwork/GQs
Ads
Mar 22
Computer English
Textwork/GQs
The Great Bufflehunt
Mar 29
No seminars or lecture/workshop
Apr 5
Wrap/Course Evals
“GQ in Action”
Exercises
Future of English