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time and course location), see the Summer
Linguistics course schedule (graduate) or Fall
Linguistics course schedule (graduate).
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LIN395 | Conference Course |
| LIN380K | Phonology I | |
| LIN380L | Syntax I | |
| LIN380M | Semantics I | |
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LIN381K | Phonology II |
| LIN382 | Historical Linguistics | |
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LIN383.3 | Intro to Romance Linguistics |
| LIN383.9 | Older Germanic Languages | |
| LIN384.3 | German Phonetics & Phonology | |
| LIN391 | Linguistic Evolution of Greek & Latin | |
| LIN391.2 | Studies in English Grammar | |
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LIN392 | Creolization & Pidginization |
| LIN392 | Head-driven Phrase Structure Grammar | |
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LIN392 | Tools for Linguistic Description |
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LIN392.1 | Intro to Cognitive Science |
| LIN393.7 | Biblical Aramaic | |
| LIN393P | Prosodic Morphology | |
| LIN393S | Structure of Discourse | |
| LIN395 | Conference Course | |
| LIN396 | Code Switching | |
| LIN396 | Sociolinguistic Variation: Theory & Method | |
| LIN396.5 | Language and Politics in Language Planning | |
| LIN396.7 | Grammar of Arabic Language | |
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LIN397 | Forum for Doctoral Candidates |
| LIN398T | Supervised Teaching in Linguistics |
This course is an introduction to the study of sound patterns in human languages. We will begin with a survey of the sounds of the worldís languages. We will then consider patterns of distribution of sound categories, using the formal tool of Optimality Theory.
Graduate standing
The grade will be based on (a) quasi-weekly assignments, (b) a quiz on the sounds of the world, and (c) 2-3 analyses in Optimality Theory of patterns of distribution in a language of the studentís choice.
Ladefoged, A Course in Phonetics.
Kager, Optimality Theory.
Back to graduate course index
This course is an introduction to generative syntax for graduate students. It focuses on major issues in Principles and Parameters and introduces contemporary ideas about the nature of grammar. The course will be concerned with rules, representations and principles in modern syntactic theory and the way they have been argued to model speakers' knowledge. Topics in the following areas will be investigated: the goal of linguistic theory, syntactic structure, the role of the lexicon, conditions and principles in different modules of the grammar. The emphasis in the course will be on English, but data from other languages will be considered.
Graduate standing
1) regular homework assignments
2) midterm exam
3) final exam
4) problem summary
1) Course notes
2) Supplementary texts
This course is an introduction to the study of meaning in natural language. Topics include: Sentence meanings as truth-conditions, definite descriptions, adjectival modification, relative clauses, quantificational noun phrases, scope ambiguities, anaphoric pronouns, ellipsis. The proposed analyses will make use of concepts from mathematics and logic, viz. sets, relations, functions, statement logic, and predicate logic. These tools will be introduced in tandem with the linguistic material.
Graduate standing.
None
Irene Helm and Angelika Kratzer: Semantics in Generative Grammar, Blackwell, London,
1998.
Other required and optional readings (papers, book chapters) will be made available.
This course is a continuation of LIN 380K (Phonology I), completing an introduction
to contemporary phonology, with an emphasis on Optimality Theory.
The overarching theme of this semesterís work will be prosody. In the first section,
we will examine metrically based patterns of word stress. In the second part of the
semester, we will survey prosodic patterns that are featurally based, in three specific
areas: (i) tone, (ii) vowel harmony, (iii) nasal harmony. In the third section of
the course, we will briefly consider the role of phonology in morphology, with
special focus on reduplication, truncation, and the special role of the prosodic
word).
At the end of two of the three sections, students will complete a short paper developing
an optimality theoretic analysis of a relevant pattern in a language of their choosing.
Graduate standing and Phonology I (LIN 380K)
The grade will be based on homework assignments, and two short papers, one each for two of the three sections of the course.
Kenstowicz. Phonology in Generative Grammar. Blackwell.
Pullum & Ladusaw. Phonetic Symbol Guide. 2nd Ed. Chicago.
Kager, R. (1999). Optimality Theory (CUP).
Readings, drawn from the literature on Optimality Theory (and possibly the pre-OT
literature) will be made available in a course packet, or will be placed on reserve
in the Department of Linguistics.
I. Sound change, the comparative method, internal reconstruction
[Differences and similarities between diachronic change and synchronic phonology;
the Neogrammarian view of exceptionless sound change; sociolinguistic aspects of
change and spread; functional bases of change; rule-ordering in change; the evolution
of phonological rules from natural to abstract]
II. Analogy
III. Syntactic change
[Formal, functional and areal considerations in syntactic change; the role of analogy;
the use of typology to infer earlier stages of syntactic organization]
IV. Genetic relationship, Subclassification and Areal linguistics
[Methods for determining remote language relationship; determining degrees or relationships
for related language; language contact generally leads to typological similarity,
but can also lead to differences]
LIN 380K (no substitutes without permission of the instructor). The basics of Optimality Theory will be assumed.
TBA
Campbell, Lyle. Historical Linguistics - An Introduction
The course aims to acquaint the student with the Romance languages, both as a set of closely related linguistic systems with a common ancestor and as a major historical and cultural phenomenon. The major topics that will be discussed are: overview of the field, historical background of the Romance languages, linguistic evolution of Latin to early Romance, medieval languages and literatures, the renaissance and expansion of early modern Romance, comparison of subgroups within the group of Romance languages, analysis of linguistic similarities and differences.
The emphasis is predominantly linguistic, but we will not neglect historical and cultural factors such as humanistic influences and cultural exchanges among the Romance-speaking people, or changes in channels of communication.
Graduate standing.
*One written exam during the semester (30%)
*Reading assignments and class discussion (20%)
*One preliminary paper (10%)
*Paper and oral presentation (40%)
*Final exam: NO
-Harris., Martin and Nigel Vincent, eds. 1990. The Romance Languages.
Oxford: Oxford University Press.
-Reading packet.
This seminar is a comparative study of the dialectal development of Germanic. Through selected readings ó in the original languages ó from the rich literary traditions of West, North, and East Germanic, we will trace the evolution of Norse, Old and Middle English, Old and Middle High German, Old Saxon, Gothic, and Frisian. The course provides an up-to-date review of the comparative study of language change, as applied to the Germanic language-family and the cultural and linguistic setting of the German language.
No mastery of particular linguistic concepts is presumed or required.
We will evaluate critically the contributions of major hypotheses in tackling central questions of language, cultural identity, genre, and narrative poetics, as they relate to the Germanic group. Recent research on ëconvergenceí, creoles, and dialectology provides a specific focus on the interaction between language, society and culture, in the light of Sapir-Whorf. Labov's innovative work in sociolinguistics opens up new approaches to core problems regarding the nature of language (and language change) within a speech community, and as a reflection of a culture.
Literary texts in the older Germanic languages, drawn from a wide range of document genres, will provide fertile opportunities for tracking and comparing the effects of sociocultural and linguistic development. Comparative Germanic examples will allow detailed analysis of semantic, morphological and syntactic changes (regular and analogical) alongside sound change, as well as the results of language contact ó borrowing, dialectal divergence, creolization, convergence. The emergence of Yiddish, Dutch, Plattdeutsch, Alemannic, Bavarian, Pennsylvania German, and other dialects within West Germanic will be carefully considered, as will the composite dialectal panorama that evolved into the synthesizing emergence of Standard German. We will conclude with some reflections on language change, language acquisition, and centripetal v. centrifugal forces of cultural-linguistic dynamics.
Course will be conducted in English. If you have any questions, contact m.southern@mail.utexas.edu.
Graduate standing, OR permission of the instructor. Interested undergraduates welcome. Also: an interest in language; willingness to surprise yourself.
Grades for the course will be distributed as follows:
50 % seminar participation, short written assignments,
translating, 2 take-home quizzes;
50 % 1 research-project summary, 1 final research paper.
Evaluation is mainly based on your oral participation in discussions and translations, as well as as written assignments, two take-home quizzes, and a short individual research-project summary (with an optional / ungraded brief oral presentation) leading to a final research paper. Identical levels of linguistic expertise among the whole group are not expected. This means that participating in discussions, along with active reading and translating, counts as much towards your grade as written work.
Robinson, Orrin W. Old English and Its Closest Relatives: A Survey of the Earliest Germanic Languages. Stanford UP: 1992.ON RESERVE AT PCL
Course-packet available at IT Copies
This course provides an overview of theoretical and methodological approaches in contemporary phonology and morphology. In order to determine how phonological and morphological processes interact with other components of grammar, we will investigate how the composition and structure of German words is driven and constrained by phonological and semantic factors. Throughout the course, we will take a contrastive approach by comparing and contrasting the relevant phonological and morphological structures of German and English.
The course begins with an overview of the main ideas and principles of the fields of phonology and morphology (inflectional and derivational morphology) and focuses on how they interface with each other as well as other components of grammar. We will deal with early generative approaches to phonology/morphology and will see how these frameworks relate the two modules. In this connection, we will discuss how early generative word formation rules handle the derivation of different types of nouns from verbs in German and English. We will then investigate the phonology-morphology interface and discuss how German final devoicing is analyzed and explained by Natural Generative Phonology and Lexical Phonology. From there, we will turn to the discussion of the morphology-syntax interface dealing with issues such as types of nominals, argument structure, grammatical relations, and the nature of inflection. In this connection, we will also discuss the relevance of semantic descriptions of German and English nouns and how their formation is constrained by primarily semantic factors. The last part of the course deals with the place of morphology in different theoretical frameworks. This will give us a chance to evaluate different competing approaches against a whole array of empirical phenomena in German and English phonology/morphology.
This course will be taught in English. Reading knowledge of German is recommended.
Hans C. Boas: hcb@mail.utexas.edu
Graduate standing.
Carstairs-McCarthy, Andrew (1992): Current morphology. Oxford University
Press.
Class Reader on reserve.
This seminar aims to provide a comparative introduction to the linguistic and dialectal development of Greek and Latin, within the linguistic and cultural setting of the Indo-European language-family. Through carefully selected textual readings from the rich literary traditions of [1] selected phases of Greek, Greek dialects (Mycenaean, Arcado-Cypriot, Aeolic, Doric), convergence lects (Homeric Greek), the Attic-based koiné, and [2] linguistic relatives of Classical Latin, principally Oscan, Umbrian, and pre-Classical Latin epigraphy and drama, we will concentrate on tracing the linguistic, socio-cultural and literary evolution of the eastern and central Mediterranean language-area. The comparative poetic, cultural, ethnohistorical, and religious traditions that underlie and connect the various branches of Greek and Italic will be explored in depth. Connections with the language of the Sanskrit Vedas, as well as Celtic [esp. Irish and Welsh], Germanic [esp. Norse] and Slavic, will be particularly emphasized, on the cultural, poetic, mythological, and linguistic levels. We will be using the panorama of the Indo-European languages as a springboard for addressing wider issues of language change.
No mastery of particular linguistic concepts is presumed or required.
The emergence of dialects, standard languages and koinés will be examined comparatively and in the light of broader cultural implications. Semantic, morphological and syntactic changes will be analyzed in detail, as well as sound change, analogical effects, and the results of language contact ó lexical borrowing, convergence, creolization. Taking the literary and poetic texts as documentary starting-points, internal reconstruction will serve to illuminate the comparative method and case-studies in comparative reconstruction. Considerations of language acquisition will be set against the broader questions of language diversity, change, and cultural and linguistic divides.
Graduate standing, or permission of the instructor. Also: an interest in language; willingness to surprise yourself.
Grades for the course will be distributed as follows:
50 % seminar participation, short written assignments, 2 take-home
quizzes;
50 % 1 research-project summary, 1 final research paper.
Evaluation is mainly based on your oral participation in discussions, as well as written assignments, two take-home quizzes, and a short individual research-project summary (with an optional / ungraded brief oral presentation) leading to a final research paper. Identical levels of linguistic expertise among the whole group are not expected. This means that participating in discussions, along with active reading and research, counts as much towards your grade as written work.
Course Packet.
We will survey the syntax of English, and some issues in the semantic interpretation of English, with the two goals of (i) understanding the structure of English syntax and (ii) acquiring the basic tools of syntactic analysis, which can be applied to any language.
Graduate standing required
Regular homework assignments, two mid-term exams, and a final exam.
C. L. Baker, English Syntax.
The graduate seminar in Creole Studies will begin with a general discussion of the nature of pidgin and creole languages, and we will listen to tape-recorded samples and examine some publications written on them. No attempt will be made at this point to draw any conclusions about what kind of languages they are, or where they come from. This will be followed by an account of the development of the field of Creole Studies (Creolistics), from Pelleprat (1649) to the present. The major approaches--monogeneticist, polygeneticist, relaxificationist, substratist, componentialist, bioprogram--will be dealt with, and the works of their main proponents read and discussed.
This will be followed by an examination of the definitions of the terms pidgin and creole, and of other so-called 'marginal' languages (traders' jargons, cryptolectal varieties, foreigner speech, etc.), in order to justify their inclusion, or otherwise, as true cases of pidginized or creolized languages. This will be followed by a survey of the world's pidgins and creoles, and a detailed examination of the history and linguistic features of a small number of representative languages, with tape-recorded texts for analysis. These will include African American Vernacular ("Black English"), Texas Afro-Seminole Gullah, and Louisiana Creole French, among others.
Towards the end of the course we shall return to the issues raised at the beginning, and attempt a definition of the processes and typologies. We will also look at creolization/metropolitanization, and issues of education and standard language reform.
If there is a particular, related topic you would like included in the course, please let me know before August and I'll try to incorporate it.
Graduate Standing.
Grade for the course will be based on a research paper.
No text for sale. Copious handouts. A workbook required for the course
will be available from Speedway Copy in Dobie Mall
This course is an introduction to Head-driven Phrase Structure Grammar (HPSG). HPSG theory is non-derivational: there are no operations of movement, copying, insertion, deletion, etc. It is a lexicalist theory, meaning that syntax and morphology are distinct. We will survey some major issues in syntax. The course is appropriate for students who have just taken Syntax I and II, or for more advanced students. Students will complete some problem sets and write a short paper.
For more information on HPSG see:
http://hpsg.stanford.edu/hpsg/leading-ideas.html
Syntax I and II.
TBA
--Sag, Ivan and Thomas Wasow 1999. Syntactic Theory-- A Formal Introduction.
CSLI Press.
--Carl Pollard and Ivan Sag 1994, Head-Driven Phrase Structure Grammar. University
of Chicago Press, Chicago and CSLI Press, Stanford.
--Selected articles.
Presented in this course are the basic tools for describing a language you are documenting by linguistic field work, including phonetic transcription, the methods for the discovery and presentation of surface phonology, morphophonology, inflectional morphology, derivational morphology, grammatical categories, syntax, and semantics. There will be an emphasis on practice and drilling via transcription exercises and problem sets. In additionówhere appropriateówe will study relevant aspects of linguistic typology in order to gain an advance idea of the kinds of structures and categories that can be encountered in field work.
This course is intended as a companion course to Lin 385, Field Methods in Linguistic Investigation, which gives handsóon field elicitation training and which is offered in alternate years. It also serves as a companion to the "core" courses in Phonetics (381M), Phonology (380K, 381K), and Syntax (380L, 381L), which focus on largely complementary theoretical issues. While some students will have already taken field methods, or some or all of the core courses, none are a prerequisite. It is possibleóthough challengingóto take this course with little or no prior background in linguistics.
GRADUATE STANDING IN LINGUISTICS OR ANTHROPOLOGY, OR CONSULT THE INSTRUCTOR
Problem sets and exercises, 100%
Eugene A. Nida 1949. Morphology; Thomas Payne (1998), Describing Morphosyntax:
A guide for field linguists, Cambridge University Press.
An introduction to cognitive science, the new discipline emerging from the interaction of psychology, artificial intelligence, linguistics, philosophy, neuroscience, and evolutionary biology. The course will range broadly, examining a variety of approaches to the study of how humans and other intelligent systems represent, reason, understand, perceive, use language, learn, and plan purposeful actions. The central assumption is that the human mind is fundamentally a computational organ and that cognitive processes can be explicitly modeled.
The course will cover the basic issues and contributions in the field, with particular emphasis on current research at UT. There will be frequent lectures by faculty from the relevant disciplines who are engaged in such research.
Graduate standing.
Class participation is important to this class, as it is to most seminars. Students are expected to do the readings each week and to come prepared to talk about issues related to those readings. While there will be guest speakers each week, it will always be appropriate to ask questions.
Every Thursday, students will turn in two-page critical commentary on papers or lectures from the week prior to and including the due date. These notes should not be summary of what you have read or heard. Rather, they should be evaluative: whatís right about the paper or lecture and why?
Whatís wrong with the paper or lecture? Whatís missing from the paper or lecture? You might suggest an additional study/experiment/analysis that would help resolve the issues raised in the paper or lecture. Also, if you happen to know of literature from another area of cognitive science that was not discussed in class but that is of particular relevance to the issue you are addressing, you could discuss that literature, but again, the point is to evaluate and propose original ideas instead of just summarize.
In addition, there will be a final project in this class. In collaboration with another student, you will also write a short paper (approximately 5-7 pages) discussing a significant research topic you find of interest. These projects will be presented to the whole class at the end of the semester (see schedule below). Class attendance and participation, and readings are also required.
Thagard, P. (1998). Mind Readings. Cambridge, MA: The MIT Press.
TBA
Graduate standing.
TBA
TBA
This course will be an advanced seminar examining the role of morphology in phonology from the perspective of contemporary phonological theory, particularly Optimality Theory. Much of the semester will be devoted to surveying patterns of nonconcatenative phonology, such as reduplication, truncation, and root-and-pattern morphologies found in Semitic languages. We will also examine prosodic factors influencing concatenative patterns of morphological combination, evidence for the phonological (or prosodic) word, and briefly, evidence for more inclusive prosodic levels that are relevant at the interface between phonology and syntax.
Graduate standing and Phonology II (381K), or the permission of the instructor in advance.
Students will be given tasks regularly to assist them in processing and commenting on assigned readings. The main project for the term will be a paper developing an optimality theoretic analysis of a relevant pattern in a language of their choosing. A preliminary version of this paper will be required a month before the end of the semester for course credit. Students will present their work to the class at the end of the semester.
The grade will be based on homework assignments, and two short papers, one each for two of the three sections of the course.
Readings, drawn from the literature on Optimality Theory (and also
the pre-OT literature) will be made available in a course packet, or will be placed
on reserve in the Department of Linguistics.
The seminar will investigate how discourse is structured, focusing on written texts. We will consider discourse at different levels of detail, from relatively global to local units, but concentrating on the latter. This is interface work. The analysis will draw on syntax, semantics, and pragmatics: understanding discourse requires them all. Topics to be considered include characterizing the discourse modes of Narrative, Report, Description, Argument, Information; topic and comment and related notions, point of view; and more abstract discourse relations.
Students will choose a research project and present their findings, first for group discussion and then as a paper; projects may be focus on spoken or written discourse.
Syntax I, Semantics I
regular discussion notes; research paper
Discourse Modes, CSSmith (forthcoming book)
Selected articles and book chapters
Individual instruction. Prerequisites: Graduate standing. 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. Graduate Conference Course Agreement forms are available in Calhoun 508. Please see Kathy Ross, Graduate Coordinator, for information.
A topic of long-standing interest to sociolinguists is codeswitching, or the alternation between languages within or across speech exchanges. Research on this topic has generally taken one of two foci: speakersí social motivations for engaging in the practice or the syntactic constraints governing where switches can and cannot occur. (A related topic, often seen as the purview of historical linguistics, is the effects of language contact that comes about through codeswitching.) In this seminar, we will attempt to examine all these approaches to the topic. Hence, we will consider early treatments of codeswitching (Blom & Gumperz 1972, Poplack 1980) as well as more recent accounts offered by Myers-Scotton, some of the researchers in Milroy & Muyskenís collection One speaker, two languages, and Muyskenís 2002 Bilingual speech: A typology of code-mixing.
Throughout, we will seek to test these models against a range of types of speech communitiesódiglossic (Ferguson 1959) and bi- or multilingualóand to understand the relationships that might exist between them. Our goals will be to understand the range of phenomena to be accounted for, to evaluate the usefulness of various models currently available for analyzing them, and to refine the models as best we can in light of the data we analyze.
LIN380S: Introduction to Sociolinguistics or its equivalent (e.g., Introduction to Linguistic Anthropology) at this or another institution as well as at least one course in linguistic analysis (such as a syntax course or ëTools for Linguistsí).
A commitment to grappling with complex questions involving language structure and language use in society, a willingness to lead discussions on readings and participate actively when others lead discussions, and a course paper demonstrating extended analysis of data involving codeswitching This course paper can be used to fulfill the ëseminar paperí requirement for linguistics students.
Muysken. 2002. Bilingual speech: A typology of code-mixing
Myers-Scotton. 1993a. Duelling languages: Grammatical constraints in
codeswitching.
Myers-Scotton. 1993b. Social motivations for codeswitching: Evidence from
Africa.
and a course packet
Every student of linguistics knows that language is inherently variable and heterogeneous. However, it took the field of linguistics a long time to recognize that variability and heterogeneity in language should be a proper domain of linguistic inquiry. The view of language variability promoted in this course is that variation is systematic, conditioned by both linguistic or internal constraints and external (i.e. inter-speaker and intra-speaker) constraints and that variation is socially meaningful. While sociolinguists and linguistic anthropologists have always paid attention to socially-conditioned variation in language, what has come to be known as the ìvariation paradigmî or ìsociolinguistic variationî or ìvariationist sociolinguisticsî is a subfield in sociolinguistics that distinguishes itself not only by its primary reliance on multivariate statistical analysis but also by its development of a specific kind of research methodology known as the sociolinguistic interview.
In this course, we will start with the ground-breaking works of William Labov and earlier paradigm-building studies by others to know the history of the field and the issues that concern the pioneers, introduce the method of sociolinguistic interview, familiarize ourselves with variation data, learn the use of the multivariate statistical package ìGold Varbî and introduce other statistical tests. We will then expand beyond the traditional ìLabovian paradigmî through critiquing its narrow focus on the statistical correlation between variation and broad, pre-determined social categories (e.g., ìsocioeconomic classî, ìgenderî and ìageî and ìethnicityî) and problematizing the methodology of the sociolinguistic interview. We will bring in studies in the variationist paradigm as well as studies in other areas of sociolinguistics which deconstruct these broad categories in their sociolinguistic analyses. We will specifically introduce some recent studies that integrate quantitative methods with ethnographically-based analyses.
The course uses a hands-on approach. Students will participate in mini-projects to practice data collection methods, report results and critique/evaluate the specific methods used. They will also participate in a semester-long project in which students collect data on one linguistic variable and conduct multivariate statistical analyses of the effects of 2 internal and 2 social constraints on variation. For all projects, students will work in groups of 2 or 3. The final project may later turn into a conference paper or an initial investigation of a more sophisticated project.
Ling380S (Sociolinguistics) or consent of instructor.
TBA
TBA
This course will focus on important, though sometimes overlooked, aspects of language and society: language and politics and language planning, which may not be sufficiently accounted for otherwise. It has to be recognized that nations and other political entities do have a significant impact on language behavior and language planning. Whereas, it is especially prominent in societally patterned language behavior and language planning of emerging and developing nations, it may be present, though less overtly, in developed and established nations and societies, as well (including the US).
The study of the reflection of various aspects of language and politics in literature (both prose and poetry) is likely to add another interesting dimension to this seminar. The same applies to aspects of language of politics... Needless to say, in addition to the study of general trends and practices, special attention will be given to representative case studies, across nations. Among the topics to be discussed in this seminar are the following:
I. Introductory:
II. Language and Politics:
III. Language Planning in Theory and in Practice:
IV. Societal Biligualism/Multilingualism and Socio-Political Implications:
V. Language Politics and Education:
VI. Belles-Lettres and Language Politics: The Reflection of Language and Society and of Language-Politics in Literature (in Prose and Poetry):
VII. Cross Cultural Communication:
VIII. On Language of Politics
Graduate standing.
Class participation, oral report, discussion of articles, and a term paper.
TBA
TBA
TBA
TBA
TBA
The Doctoral Forum (Linguistics 397) is designed to give students the opportunity
to devote a full 3 hours toward developing and completing their Qualifying Paper,
to present their work and receive feedback from fellow students as well as the instructor.
*Students are expected to submit a proposal for their Qualifying Paper in
the spring semester preceding the fall term in which they will register for the Doctoral
Forum. They are expected to work on the paper over the summer and then finish it
during the fall term in conjunction with the Doctoral Forum. The topic must have
the Graduate Advisor's signed approval.
Note: With the prior consent of the Graduate Advisor, a student may give a half-hour
oral presentation at the Linguistics Colloquium in lieu of taking the Forum.
An additional goal of this course is to help graduate students develop certain skills that will be useful to them in their careers as linguists. Topics to be covered may include:
Giving talks and writing papers.
Writing abstracts for journal articles and conference presentations.
Commenting on and evaluating other people's work. What is constructive criticism?
What is not?
Doing library research.
Getting grants. Why would you need funding and where would you find it?
Getting published. How can you get your work published? What journals are appropriate
and what are those journals looking for?
How does the review process work? How do you respond to reviews?
Finding a job. What is the job market like for linguistics Ph.D.s? What should you
(or shouldnít you) be worrying about now? How do you develop an effective
CV? How do you apply for jobs? What is the interview process like?
Approval of the Graduate Advisor*
Credit/NonCredit Only, based on three class presentations and class participation, no final exam
None.
Graduate standing required. Prerequisite: Appointment as a teaching assistant.
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