Summer/Fall 2000
Undergraduate Course Listings and Descriptions
To reduce file size, listings for undergraduate and graduate courses may be viewed
separately. This document contains undergraduate courses only. Graduate
courses are in a separate document. Undergraduate lingustics courses
specifically geared toward non-majors are also listed in a separate document,
in addition to being listed below.
Click on the course name for the course description. Click on home icon 
to see the
home page for that course, if there is one. For more information on these courses
(including instructor, course time and course location), see the Summer
Linguistics course schedule (undergrad) or Fall
Linguistics course schedule (undergrad).
Summer 2000
Fall 2000
LIN 306: Introduction to the Study of Language (TBA)
This course will introduce you to linguistics, the scientific study of language.
In what ways do languages differ? In what ways are languages the same? How do languages
change over time? Why do languages change? What are the differences between verbal
and non-verbal communicating? Do dolphins speak? How do children learn language,
and how do adults learn language? Does language control our view of reality? How
does language interact with social class? What kind of language should be taught
in schools? What language problems do other countries have? What are the different
language families of the world?
The course will deal with sociolinguistics
(language in society), historical linguistics
(language change and language relationships), and formal linguistics. Basic material
covered under formal linguistics includes phonetics
(the properties of speech sounds), phonology
(the systematic sound patterns of language), morphology
(the grammatical structure of words), syntax
(the structure of sentences), and semantics/pragmatics
(the meaning and use of words and sentences).
See 306 Home Page for prerequisites, requirements,
and texts.
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LIN 306: Introduction to the Study of Language (Harms)
This course will provide an overview of the field of linguistics and techniques
used in the scientific study of language. Some of the issues to be covered include:
What does it mean to say that you "know" a language? How do languages resemble
each other and how are they different? What is the role of language in society? How
do linguists determine whether two languages are related or not? How does animal
communication differ from human speech?
Prerequisites
None
Requirements
There will be three non-cumulative in-class examinations (no midterm,
no final).
Texts
TBA
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LIN 306: Introduction to the Study of Language (King)
This course is an introduction to the scientific study of languageñthe academic
discipline known as linguistics. What does it mean to say that you "know"
a language? How is language organized in the brain? What does it mean to a linguist
to "analyze" a language? How do languages resemble each other, how are
they different? Why and how do languages change? Do dolphins have language? Does
language control our view of reality? What role does language play in society and
in politics? What is the best way to learn a foreign language? What kind of language
should be taught in schools? Is English the World Language? What are the different
language families in the world?
In the first half of the course we survey formal linguistic theory: phonetics
(speech sounds), phonology (sound
patterns), morphology (word formation),
syntax (sentence formation), and semantics (meaning). The rest of the
course is given over to sociolinguistics
(language in society) and historical
linguistics (language change and language relationships).
Prerequisites
None
Requirements
There will be four exams given at equal intervals through the semester.
Texts
Hudson, G. Essential Introduction to Linguistics.
Course Supplement packet, Speedway Copies, Dobie Mall.
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LIN 306: Introduction to the Study of Language (Woodbury)
This course is an introduction to the scientific study of languageñthe academic
discipline known as linguistics. What does it mean to say that you "know"
a language? How is language organized in the brain? What does it mean to a linguist
to "analyze" a language? How do languages resemble each other, how are
they different? Why and how do languages change? Do dolphins have language? Does
language control our view of reality? What role does language play in society and
in politics? What is the best way to learn a foreign language? What kind of language
should be taught in schools? Is English the World Language? What are the different
language families in the world?
In the first half of the course we survey formal linguistic theory: phonetics
(speech sounds), phonology (sound
patterns), morphology (word formation),
syntax (sentence formation), and semantics (meaning). The rest of the
course is given over to sociolinguistics
(language in society) and historical
linguistics (language change and language relationships).
Prerequisites
None
Requirements
There will be four exams given at equal intervals through the semester.
Texts
Hudson, G. Essential Introduction to Linguistics.
Course Supplement packet, Speedway Copies, Dobie Mall.
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LIN 312: Taboo Language (Blight)
This course will take a close look at taboo language: words and expressions that
are deemed by a given society to be inappropriate for use by its members, at least
in polite company. This includes a large body of "curse" words and expressions,
typically referring to sexual acts, epithets used to describe people of defferent
religions, nationalities, and races, words and phrases used to refer negatively to
members of the opposite sex, and expressions used to degrade religious beliefs or
sumbols. The origins of these words and expressions are varied, but a number of them
have religious significance. For example, the most frequently used Swedish curses
are based on the name of the devil, in Swedish either dhävulen, jäveln,
fan or satan.
We will survey taboo languag in a wide variety of the worldís languages and look
closely at the social factors which condition the attitudes people have regarding
its use. To this end, the course will be divided into units which are particularly
relevant for a discussion of taboo language: language and sexuality, language and
ethnicity, language and gender, and language and religion. We will also consider
the historical implications for language of this type and will see that over time
a number of words have become taboo while others which at one time were taboo are
no longer considered as such. For example, in America the words corset, shirt,
leg, and woman were all considered taboo. We will also study the morphology
and syntax of this kind of language, and will see that certain words can be more
or less taboo depending on the typle of phraseology or morphology involved. For instance,
to many it is less offensive to be called an ass than it is to be called an
ass-hole or an ass-wipe (in the later uses, ass
forms a compound). Finally, we will look at strategies employed for avoiding the
use of such expressions, such as the formation of euphemisms, a process which replaces
a taboo word with a newly created word or an existing, less offensive one. For instance,
to avoid saying the taboo word hell, one might instead say heck, Hades,
or h-e-double toothpicks.
Finally, we will look at issues involving taboo language and the law, as it applies
to the first amendment protecting the right to free speech. Over the years a number
of persons have been prosecuted for using taboo language when such language has been
classsified as obscene by a particular community. For instance, the comedian Lenny
Bruce was arrested several times in the 1950s because various expressions he used
in his act were considered violations of obscentiy laws in certain communities in
which he performed. Rap group 2-Live Crew was put on trial in Florida for using obscene
lyrics in their album "Nasty as they wanna be."
Prerequisites
None
Requirements
Your grade will be based on one in-class exam (a midterm), one final
paper, one in-class presentation, and class attendance.
Midterm Exam: 40% (200 points)
Final Paper: 40% (200 points)
Student Presenations: 10% (50 points)
Attendance: 10% (50 points)
Texts
Spears, Richard A. 1989. Slang and Euphemism: A Dictionary of Oaths,
Curses, Insults, Sexual Slang and Metaphor, Racial Slurs, Drug Talk, Homosexual Lingo,
and Related Matters.
Spears, Richard A. 1998. Forbidden American English: Taboo American English.
Sobon, Voy. 1997. Bad Words Dictionary: And Even Worse Expressions.
Von Timroth, Wilhelm. 19??. Russian and Soviet sociolinguistics and taboo varieties
of the Russian language: (argot, jargon, slang, and "mat").
Occasional readings on reserve in the Hill Library (CAL 513) and UGL: TBA. NOTE:
the library is usually only open weekdays between 9:00 AM and 4:00 PM
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LIN 312: Language & the Law (McCartney)
This course looks at the role natural language plays in a variety of legal contexts.
We will start with the nature of legalese and its nature and purposeful exlusivity.
Then, we will examine legalese in the context of more formal linguistics to see why
what we think is being said isn't really being said: what it's supposed to mean,
what it does mean, how to interpret it, and what we can do about it. This is done
by examining the syntax (sentence structure), semantics (word meaning), and pragmatics
(situational context) of both written language, such as contracts and statutes, as
well as the oral language of interrogation, direct- and cross- examination, jury
instruction, and judicial decision. The reciprocal effect that the law and socio-linguistics
have on each other includes the roles child- and minority- language play in the judicial
process, as well as the effect of legal language on the implementation of justice
with respect to children and minorities, in both written and oral contexts.
While this course may be of special interest to pre-law students, it has general
appeal to anyone interested in empowering themselves linguistically.
Prerequisites
None
Requirements
Homeworks, quizzes, final project
Texts
Course packet.
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LIN 312: Language and the Internet-W (Bhatt)
The course will survey natural language technologies currently in use on the internet.
We will focus on translation tools, cryptography, text simplification, search engines,
etc.
Prerequisites
None
Requirements
Several short homeworks and one major project.
Texts
"Natural Language Understanding" - James Allen, Benjamin
Cummings
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LIN 315: Speech Science (summer:Davis, fall:Sussman)
[same as CSD 315S]
Speech Science is the field of study exploring the neuromuscular, aerodynamic,
and acoustic bases for speech production and speech perception. Topics discussed
include: respiration, phonation, coarticulation, vowel & consonant production
and acoustic cues underlying this perception. [This course fulfills the Area C (Science)
requirement.]
Prerequisites
None
Requirements
TBA
Texts
Recommended: Borden & Harris, Speech Science Primer
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LIN 321L: American English (Underwood)
[same as E321L]
This course examines American English as a unique "branch" of the English
language, composed of several distinctive "sub-branches." It begins with
an analysis of the historical development of American English and the way in which
such recognizable varieties as "standard American English," "Black
English," "Southern English," etc., have evolved. This analysis has
two components-internal history and external history. The internal history attends
to matters of structure (i.e., differences in pronunciation, morphology, syntax,
and semantics), and the external history studies the interrelations between language
and society.
Of particular interest are the issues of linguistic imposition, status, power,
and domination. American English developed from several transplanted varieties of
British English, which competed with one another for acceptance and approval. These
varieties also competed with and were influenced by many other languages. The American
English that consequently developed became unique but not uniform, and each of the
new varieties of American English developed its own status or lack of status. Just
as "standard American English" became dominant over other varieties of
American English, American English itself became dominant over other languages spoken
within the boundaries of the US.
The second half of the course focuses on the issue of linguistic domination by
focusing on efforts to make English not just the "national" language but
the "official" language of the US. It examines the history of compulsion
and coercion-both overt and covert, official and unofficial--to turn speakers of
other languages into speakers of English. It examines the arguments for and against
the establishment of English as the official language of the US, considers the consequences
of such an establishment, and studies alternatives to an official language. The analysis
extends to symbolic implications of language conflict, the rights of linguistic minorities,
linguistic diversity and education, and language politics.
Prerequisites
Rhetoric and Composition 306 and English 316K or the equivalents,
plus three additional semester hours of lower-division coursework in either English
or Rhetoric and Composition. Completion of 30 semester hours. No exceptions.
Requirements
Fifty-minute test on the Bryson book: 25%
Fifty-minute test on the Crawford book: 25%
Written report on one of the supplemental texts and oral discussion of the book:
25%
Group project related to one of the proposed Amendments to the U.S. Constitution:
25%
Texts
Bryson, Bill, Made in America: An Informal History of the English
Language in the United States, New York: Avon, 1994
Crawford, James, Hold Your Tongue: Bilingualism and the Politics of "English
Only" Reading, MA: Addison-Wesley, 1992
(supplemental texts)
Cmiel, Kenneth, Democratic Eloquence: The Fight over Popular Speech in Nineteenth-Century
America, Berkeley: University of California Press, 1990
Dicker, Susan, Languages in America: A Pluralistic View, Philadelphia: Multilingual
Matters, 1996
Fliegelman, Jay, Declaring Independence: Jefferson, Natural Language, and the
Culture of Performance, Stanford: Stanford University Press, 1993
Freed, Richard D. ed., Eloquent Dissent: The Writings of James Sledd, Portsmouth,
NH: Boynton/Cook, 1996
Lippi-Green, Rosina, English with an Accent: Language, Ideology, and Discrimination
in the United States, New York: Routledge, 1997
Looby, Christopher, Voicing America: Language, Literary Form, and the Origins
of the United States, Chicago: University of Chicago Press, 1996
Piatt, Bill, Language on the Job: Balancing Business Needs and Employee Rights,
Albuquerque: University of New Mexico Press, 1993
Trachsel, Mary, Institutionalizing Literacy: The Historical Role of College Entrance
Examinations in English, Carbondale: Southern Illinois University Press, 1992
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LIN 323L: English as a World Language (Hancock)
[meets with ANS 372.13]
This course begins with a general discussion of the nature and use of English;
the origin and spread of language, and the development of modern linguistics. Discussion
of English in terms of where it is now spoken, and by how many people, and how useful
it has become. The spread of the Indo-European peoples is examined, and the westward
migration of the Celts, Italic speakers and Germanic people, and the earliest Indo-European
settlement of the British Isles. The history of later settlements is dealt with (Romans,
Scandinavians, Normans) from a historical point of view, paying attention to the
social situation, then the same time-period is covered again from the linguistic
perspective. A brief sketch of the main lexical and grammatical characteristics of
Old English is given, and the factors leading to the emergence of Middle and Early
Modern English. The reason for the Renaissance, and its impact upon trade and exploration
are discussed, and the social nature of the first contacts overseas. The social background
of the first English speakers to carry the language out of American, South African,
Australian and New Zealand English dialects are examined, newer hypothesis discussed,
and the lexical, grammatical and phonological characteristics of each presented,
together with many handouts and tape-recorded passages. Some time is given to the
divergence from, and later convergence towards, a World Standard. Non-Native English
(in India, Malaysia and Hong Kong) is also looked at briefly, and the modern descendants
of the other stream of overseas English, viz, Afro-English, which has representatives
in the Atlantic and Pacific areas.
Prerequisites
Completion of at least 30 hours of coursework, including E 316K or
the equivalent.
Requirements
TBA
Texts
None
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LIN 340: Automata Theory (Bhatt)
This course is an introduction, on the undergraduate level, to automata theory,
formal languages, and theory of computation. We will primarily follow the materials
in the first six chapters of the textbook listed below. Specific topics to be covered
are: Finite Automata and Regular Languages, Push-Down Automata and Context-Free Languages,
Turing Machines, Church's Thesis, and Uncomputability.
Prerequisites
CS 336 or consent of the instructor.
Requirements
TBA
Texts
Lewis & Papadimitriou, Elements of the Theory of Computation.
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LIN 344K: Phonetics: The Production and Perception of Speech
Sounds (Myers)
This is an introduction to the study of speech sounds in human languages, including
the following topics.
- What sounds are there in the worldís languages?
- How do people produce them?
- How do people distinguish them?
- How do children learn to speak?
- How can computers produce and "understand" speech?
Students will explore their own speech, both through careful listening and through
acoustic analysis by computer.
Prerequisites
LIN 306
Requirements
TBA
Texts
Ladefoged, A Course in Phonetics
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LIN 350: Linguistics and Education/Linguistics for Teachers
(Green)
The goal of this course is to consider research in linguistics and its relation
to the field of education. This course explores the ways in which linguistics can
be applied in curriculum-central areas of reading, writing and language arts. For
example, this course will consider the development of reading skills in relationship
to phonemic/phonological and syntactic awareness. In addressing issues in linguistics
and education, we will investigate areas such as linguistics and its application
in the classroom, linguistics and theories of language acquisition and linguistics
and teaching mainstream English to speakers of dialects.
It has been argued that changing demographics have increased an expressed need
by educators to understand linguistic diversity. This course will address issues
in linguistic diversity in the classroom as they relate to reading achievement and
success in education. The study of linguistic diversity will be approached from the
standpoint of students' use of unique rule-governed patterns of dialects such as
African American English (AAE) in the classroom. This course will review major research
documenting the type of misunderstanding that can result from the use of dialectal
patterns by children in mainstream English environments. It will also address issues
of language, literacy and the development of appropriate assessments, materials and
teaching practices from multiple perspectives.
The introduction to the course will survey the structural properties of human
language and the way linguistic analysis has been argued to account for these properties.
In this introduction to linguistics, we will consider rules and principles that govern
the way units are combined and ordered. These discrete units will be discussed in
the sub-areas of morphology, phonetics, phonology and syntax.
Prerequisites
There are no course prerequisites, but students should have a genuine
interest in the subject matter and be willing to think about issues related to linguistics
and education.
Requirements
Homework assignments, Midterm Exam, Course project
Texts
Course packet
Cleary, L. M. and M. D. Linn (eds). 1993. Linguistics for Teachers. McGraw-Hill.
Cook. V. 1996. Second Language Learning and Language Teaching. Arnold.
Gletiman, L. and B. Landau (eds.). 1996. The Acquisition of the Lexicon. MIT
Press.
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LIN 350.2: Language & Thought - W (Crowhurst)
In this course we will explore questions about the relations between languages
and thought, taking a Cognitive Science approach. Languages vary in many ways, yet
the minds of speakers are similar. We will look at questions about the words people
use and how they think; whether language structure affects thought; and some cognitive
aspects of languages. The course will begin with a short introduction to the study
of language.
The words people use affect and reflect the way they think. We'll consider studies
of word use in areas such as war, politics, minority groups, by and about women.
At the level of structure, we will study the "Whorfian" hypothesis, which
says in its strongest form that the structure of a language determines the way speakers
think. There are interesting studies which compare speakers of English and languages
with radically different structures. We will look at supporting and dissenting studies
in areas such as color, time, and space.
In studying the relation between language and cognition, we will look at clinical
studies of normal children and adults, and pathological cases (spina bifida, Williams
syndrome). We will ask whether language and cognitive development always proceed
together, as they do in normal people, or whether the two can be dissociated.
Prerequisites
None
Requirements
3 discussion notes, 30%
Essay 1, preliminary and final versions, 30%
Essay 2, preliminary and final versions, 30%
Attendance and active participation, 10%
Texts
TBA
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LIN 357: Undergraduate Research
Hour(s) to be arranged. Offered on pass/fail basis only. May be repeated for credit.
Prerequisite: LIN 306 with a grade of at least C.
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LIN f360K: Introduction to English Grammar (Green)
This course is an introduction to the study of the organizing principles of English
sentence structure. It provides a descriptive grammar of English and an informal
introduction to the generative grammar approach to syntax. Throughout the course,
grammatical constructions will be discussed in terms of their form, meaning and function
in discourse. We will introduce basic principles in syntactic theory and consider
the ways in which they are used to account for grammatical sentences. In addition
we will apply syntactic principles in conducting linguistic analysis. The emphasis
in the course will be on English, but comparative data from other languages will
also be considered.
Prerequisites
Upper division standing.
Requirements
The grade for the course will be based on homework assignments and
exams.
Texts
Loebeck, A. 2000. Discovering Grammar: An Introduction to
English Sentence Structure. Oxford.
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LIN 360K: Intro to English Grammar (Underwood)
[meets with E 360K]
The title of this course is misleading. Two-thirds of the course is devoted to
"grammar" (the study of the systems of inflection and syntax of the language),
the remaining one-third to "usage" (the study of how words and phrases
are actually used and attitudes toward those uses). The course does not include any
attention to "mechanics" (spelling, punctuation, and capitalization). The
purpose of the course is to teach students to analyze the structure of sentences
and to become more sophisticated in their understanding of language variation. It
does not presume to teach them skills in the use of English.
The course begins with the establishment of theoretical framework for studying
the English language. Following a brief, but critical, review of the traditional,
Latinate description of English grammar to establish its numerous inadequacies, the
course progresses with the development of a phrase structure analysis of English
syntax. Students learn tests for constituents and for relationships between constituents
that are objectively verifiable, and they learn principles of categorization for
lexical and phrasal constituents. They use these tests and principles to analyze
sentences and justify their analyses.
The usage portion of the course focuses on language, ideology, and discrimination
in the United States. Students study issues such as the following:
- How language variation relates to regional and social identity
- How the educational system institutionalizes linguistic prejudice
- How mass media and the entertainment industry promote linguistic stereotyping
and prejudice
- How employers discriminate on the basis of language differences
- How the judicial system protects the status quo and reinforces linguistic subordination
This course assumes a familiarity with traditional Latinate grammar of English,
which is commonly taught in primary and secondary schools in this country. Students
who have forgotten what they were taught about grammar will need to review on their
own.
Prerequisites
Rhetoric and Composition 306 and English 316K or the equivalents,
plus three additional semester hours of lower-division coursework in either English
or Rhetoric and Composition. Completion of 30 semester hours. No exceptions. Note:
E 360K and LIN 360K cannot both be counted
Requirements
Approximately 10 brief reading quizzes: 10%
A written analysis of one chapter in the Lippi-Green book: 20%
Approximately 10 syntax exercises: 20%
2 syntax tests: 50%
Texts
Required: Two course packets available from Speedway Printing in Dobie
Mall
Lippi-Green, Rosina, English with an Accent, London and New York: Routledge,
1997
Recommended: House, Homer, and Susan Harman, Descriptive English Grammar,
2nd ed. Englewood-Cliffs: Prentice-Hall, 1950. (Recommended only for students who
need to review their knowledge of traditional grammar).
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LIN 364M: History of the English Language (Blockley)
[same as E 364M]
In this course we will survey the history of what could be argued to be now the
most popular language in the world, and certainly the most widely known. Beginning
with its prehistory on the Continent over two thousand years ago, we will trace the
fortunes of English from Anglo-Saxon times to its present manifestations across national
boundaries. We will learn the distinctions of sounds, inflectional endings, and sentence
patterns that mark each major stage of the language. Though the course will focus
on the different forms of the language as they survive in various texts, we will
pay some attention to the interaction between the internal history of English and
the social and political contexts that define its external history. The goal is a
better understanding of change in English and the signs of this change that can be
seen everywhere from spelling to legal procedure. No previous study of linguistics
is required; a willingness to learn phonetic transcription early in the semester,
however, is crucial. There will be weekly homework exercises to give practice in
working with different aspects of analysis that have been developed for English,
and I will collect and mark some of these to keep us on course.
Prerequisites
Rhetoric and Composition 306 and English 316K or the equivalents,
plus three additional semester hours of lower-division coursework in either English
or Rhetoric and Composition. Completion of 30 semester hours. No exceptions.
Requirements
Graded exercises and attendance: 20%
2 in-class exams (50 minutes each): 25% each
Comprehensive final exam: 30%
Texts
Millward, Celia. 1996. A Biography of the English Language. 2nd edition.
Millward, Celia. 1990. Workbook to Accompany A Biography of the English Language.
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LIN 372L: Syntax & Semantics: The Structure and Meaning
of Utterances (Wechsler)
In this course we will study the syntax and semantics of human language. Syntax
is concerned with how words are combined to form sentences. Semantics is concerned
with what those sentences mean, and how the meaning is of a sentence is constructed
from the meanings of the component words. We will survey syntactic and semantic phenomena
from a wide variety of the world's languages. This will reveal regular patterns lurking
within human languages, despite their sometimes chaotic surface appearance. We will
also discover surprising similarities across seemingly diverse languages.
Prerequisites
Upper division standing.
Requirements
TBA
Texts
Maggie Tallerman, Understanding Syntax. Arnold, London, 1998.
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LIN 373: Language in Culture & Society (Keating)
[same as ANT 325M, SOC 352M.4]
The goals of this course are to introduce students to the study of language use
from a sociocultural perspective and to develop skills (through fieldwork and data
analysis) in analyzing the role that language plays in the structure and interpretation
of human interaction. Students will collect language data from a "speech community"
in a setting of their choice either by audiotaping or videotaping and will use this
data: 1) collectively as a basis for examining and questioning concepts discussed
in lectures and readings, such as ethnicity, identity, power, and gender as they
are constructed through language; and 2) individually as a basis from which to generate
an analytical paper, which shows an understanding of the major ideas covered in the
course but which is specific to student interests.
Prerequisites
Upper division standing.
Requirements
TBA
Texts
TBA
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LIN 374M: Sociolinguistics (Walters)
[same as ANT 374M]
Sociolinguistics is that branch of linguistics that seeks to understand the complex
relationships between language and society. On the one hand, language is often a
resource for defining social groups and even societies. In the United States, for
example, social classes, ethnic groups, females and males, people from different
regions, religions, and professions, and those of different sexual orientations often
use language (or most often, bits and pieces of the linguistic system) as markers
of in-group affiliation. On the other hand, the shape and nature of social structures
within a society ultimately affects the language(s) used there, influencing macro-level
social issues like what languages are used in the society and micro-level linguistic
phenomena like sound change in progress. German used to be widely used in Texas but
no longer is because of the changing nature of Texas society; in contrast, Spanish
has played a very different role in the state's history and continues to be widely
used in certain communities. With respect to sound change in progress, in-migration
to the state beginning after WWII helps account for why native Texans, though still
sounding Texan, do not sound like their grandparents (even their Texan grandparents).
In Linguistics 374M, we will consider these and other issues relating the study of
language in society as well as issues that students suggest.
Prerequisites
LIN 306
Requirements
An inquiring mind, a willingness to read and think, a midterm (40%),
a final (40%), and class participation (20%).
Texts
Romaine, Language in society
Photocopied articles.
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LIN 379: Conference Course
Individual instruction. Prerequisites: Six hours of upper-division Linguistics.
Consent of instructor must be obtained. Requirements: You must have the prior written
consent of the instructor before you register for or add this course. Undergraduate
conference course agreement forms are available in Calhoun 503.
6-Oct-00
Comments to: linclass@www.utexas.edu
