To reduce file size, listings for undergraduate and graduate courses may be viewed separately. This document contains graduate courses only. Undergraduate courses are in a separate document. Click on the course name for the course description.
Click on the 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 current
Linguistics course schedule (graduate).
|
|
LIN380L | Syntax I (Green) |
|
|
LIN380L | Syntax I (Smith) |
|
|
LIN380M | Semantics |
|
|
LIN380S | Sociolinguistics |
|
|
LIN381L | Phonology II |
|
|
LIN381M | Phonetics |
|
|
LIN382 | Historical Linguistics |
|
|
LIN383.3 | Intro to Romance Linguistics |
|
|
LIN384.3 | German Phonetics and Phonology |
|
|
LIN386M.1 | Mathematical Linguistics |
|
|
LIN390 | General Phonology |
|
|
LIN391 | Linguistic Evolution of Greek and Latin |
|
|
LIN392.1 | Studies in English Grammar |
|
|
LIN392 | Introduction to Language Acquisition |
|
|
LIN392.1 | Intro to Cognitive Science |
|
|
LIN393 | Linguistic Diversity |
|
|
LIN393 | Traditions of Biblical Exigesis |
|
|
LIN393S.1 | Seminar on Expletives, Case and Agreement |
|
|
LIN393S.2 | Current Issues in Semantic Theory |
|
|
LIN393P | Behavorial Bases of Sound Structure |
|
|
LIN395 | Conference Course |
|
|
LIN396 | Language, Gender and Interaction |
|
|
LIN396.2 | Introduction to Graduate Linguistic Anthropology |
|
|
LIN396.5 | Language Planning: Language Revival/Decline |
|
|
LIN397 | Forum for Doctoral Candidates |
This course is an introduction to generative syntax for graduate students. Emphasis is on the study of syntactic theory. Central notions are developed primarily through the attempt to construct a partial syntax of English. Some material from other languages is considered as well.
Graduate standing
TBA
TBA
Back to graduate course index
This course is an introduction to generative syntax for graduate students: we will study syntactic analysis and syntactic theory. The syntactic analysis will focus on basic techniques and issues, using data mainly from English but also from other languages. The theory is Government-Binding Theory, the framework developed by Chomsky and many others in the past fifteen years. We will learn some of the main ideas and principles of the theory as of the beginning of this decade. The course will prepare you for study of the current theory and the problematic issues which are currently under debate.
The course is organized in two parts. Part I: During the first two-thirds of the semester we'll proceed from scratch, building up the basic ideas of syntax and becoming familiar with classic examples. The approach is problem-oriented: we will use problems to develop the basic ideas of syntax and build up a coherent theory of phrase and sentence structure. Part II: We will then turn to the Government-Binding theory proper, and develop it as a coherent whole. We will draw on the knowledge we have developed earlier and continue to do problems which relate to the points made in the text.
Graduate standing
There will be frequent homework problems and two or three take-home examinations.
TBA
The course offers a first introduction to semantics, the study of meaning in natural language. It introduces the basic tools that semanticists use to analyze meaning (set theory, relations, functions, phrase-structure rules and compositional semantic interpretation, statement logic and predicate logic, type theory and lambda abstraction). We will try out these tools on a number of semantic phenomena, including natural language quantifiers, plurals and mass terms. We will also discuss ways to relate syntactic structure to semantic interpretation which allow us to deal with the phenomenon of scope ambiguities. In general, we will concentrate on the "extensional" part of semantics; intensional phenomena like tense and aspect, modality, context-sensitivity and the interpretation of discourse will be treated in a follow-up course (LIN 381S).
Graduate standing
Grading will be based on the homework exercises, a midterm exam, and a final exam (both will be take-home exams).
None required. Lecture notes wil be made available. Two books worth
reading in addition to the course:
Gennaro Chierchia & Sally McConnell-Ginet, Meaning and Grammar, MIT Press 1990.
Irene Heim & Angelika Kratzer, Semantics in Generative Grammar, Blackwell Publishers,
1998.
Sociolinguistics is that branch of linguistics that tries to understand and investigate in a systematic way what it means to take seriously one of the most obvious of facts about language, that it is a social phenomenon. Those committed to thinking about language in this way range from researchers who believe that sociolinguistics should account for only those aspects of linguistic patterning that cannot be accounted for within formal theories of phonology, syntax, etc., to those who argue for a socially constituted linguistics, which would never lose sight of the social nature of language. These researchers may not share a method, theory, or epistemology, but they share the conviction that certain important aspects of language can only be understood by considering both the extralinguistic and the linguistic contexts in which it is created, used, and interpreted.
This course will seek to offer a broad introduction to the field, considering the many topics people who call themselves sociolinguists have studied as well as the contributions researchers in other fields--pragmatics, anthropology, sociology, psychology, rhetoric, education, communications--have made to our understanding of the social nature of language. We will consider in particular the ways in which sociolinguistic data and findings bear on issues of long-standing interest to linguists, including the mechanisms of language contact and change, the structure and uses of discourse, and the nature of pragmatics. We will also examine the functions and uses of languages, spoken and written, across speech communities of different kinds. Finally, we will discuss phenomena like pidginization/creolization, standardization, and language death, considering them from both a structural and social perspective. Despite the wide variety of topics considered, our primary concern will be the sorts of questions of greatest interest to those whose primary training is in linguistics. Please note that this course is a prerequisite for LIN 396: Field Methods in Sociolinguistics, which is taught each Fall.
Prerequisites for this course are a graduate or undergraduate course of some sort in syntax and one in phonology; possibilities among UT course offerings include LIN 380L (Syntax I), LIN 380K (Phonology), LIN 391 (English Grammar), or LIN 391 (English Phonology), or their equivalent in some other department or at some other institution. These courses are listed as prerequisites because much of the reading for the course assumes (a) a general knowledge of linguistics, its goals, and methods and (b) familiarity with the approach to syntax and phonology popular in this country since the 1960's, often termed generative grammar. If you have any questions about your preparation for this course, please talk to Keith Walters before signing up.
Attendance, intellectual engagement with the reading material, class participation, occasional flashes of insight and/or brilliance, and two short papers (10 pp. or less). The first paper will more or less review the literature on some subject, and the second will be an analysis of data that you collect.
Romaine, S. 1994. Language in society. Oxford
Duranti & Goodwin (eds) 1992. Rethinking Context. Cambridge.
This course is a continuation of LIN 480K (Phonology I), completing an introduction to contemporary phonological theory. We will focus on Optimality Theory, as applied to the following areas: (1) Syllable structure and syllabification, (2) Stress, (3) Prosodic morphology, and (4) Featural phonology (assimilation, dissimilation, positional neutralization).
Graduate standing and Phonology I (LIN 480K)
The grade will be based on problem sets and two short papers.
Readings will be drawn from the literature and made available in a course packet.
The general theme of this course is: "What is phonetics?" A broad survey of major topics in modern phonetics will be presented. Theoretical issues as well as applications (e.g. speech technology).
In the first part we will familiarize ourselves with the traditional descriptive methods of phonetics: auditory analysis and transcription. This will include a presentation of phonetic alphabets and distinctive feature theory as well as exercises based on both known and unknown languages. The goal is to establish a general framework for specifying speech in terms of its linguistic and phonetic (mostly articulatory) properties sufficient for ater phonology classes. (The book by Ladefoged is the text for this part. It will be supplemented by hand-outs.)
Given this background, we will continue with acoustic phonetics. Basic theory and applications in the form of laboratory assignments and spectrogram readings (Kent and Read plus hand-outs). Our objective is to make every student familiar with the source-filter theory of speech production which is central to the acoustic specification of phonetic phenomena. Correlates of segmental and prosodic phenomena will be defined from a cross-linguistic perspective. The representation of speech signals in the auditory system will also be discussed. The rule of thumb in selecting the material for this part is as follows: Nothing will be introduced that does not have an explanatory bearing on the issues of linguistic phonetics: 'Formants without tears'!
The third and final part will be more problem-oriented and will present, in a preliminary manner, some current 'hot topics'. This means a review of work on speech production, speech perception, speech development and the phonetic bases of phonology which aims at giving a brief, but coherent and unified view of 'how speech works'.
Graduate standing
TBA
Ladefoged, A Course in Phonetics
Kent & Read, The Acoustic Analysis of Speech
General Outline of Course:
LIN 480K (no substitutes without permission of the instructor). The basics of Optimality Theory will be assumed.
TBA
Bloomfield, Language (1984).
The course aims to acquaint the student with the Romance family of languages, both as a set of closely related linguistic systems and as a major historical and cultural phenomenon. The major topics are: historical background, linguistic evolution of Latin to early Romance; medieval Romance languages and literatures; the renaissance and expansion of early modern RL; comparison of contemporary subgroupings, particularly the Ibero-Romance family.
While the emphasis is predominantly linguistic (with considerable attention to the study of sample texts), we will not neglect such historical/cultural factors as humanistic influences and cultural exchanges among the Romance-speaking peoples, the rise of the academics, and changes in channels of communication. There will be several reading lists for group or individual research.
Graduate standing
TBA
TBA
This course will provide students with an overview of the major features of German phonetics and phonology within the context of general phonological theory. There will be regular readings and written homeworks assigned based on the texts and copy packet (available at Abel's Copies). The copy packet contains mainly readings dedicated to specific problems in German phonology including the phonemic status of [ç] and [x], lenis/fortis, umlaut, and final devoicing. There are more readings in the packet than we will have time to cover during the semester, therefore we will choose from among them according to student interest.
Graduate standing or consent of instuctor.
There will be two take-home, closed note exams (a midterm and a second exam). Additionally, students will be required to make a brief (15 minute) presentation on some aspect of German phonetics/phonology during the final week of class. Presentations will be based on an article or two chosen either from the copy packet or the library. Prior consultation with the instructor is required. The final grade will be divided into thirds (2 exams, 1 presentation). Class will be conducted in English, in a lecture/discussion style which will allow ample time for student questions directly and indirectly relevant to the subject matter under discussion.
W. Benware, Phonetics and Phonology of Modern German
R. Lass, Phonology
Copy packet from Abel's Copies, 1906 Guadalupe, 472-5353
W.G. Moulton, The Sounds of English and German (recommended)
We will review the basic results pertaining to the formal languages in the Chomsky Hierarchy: regular, context-free, context-sensitive, recursive, recursively enumerable, together with the corresponding automata: finite state automata, pushdown automata, linear bounded automata, Turing machine, etc. The proofs of the non-regularity of English and the non-context-freeness of Swiss German will be examined. Other topics will include some of the following:
Graduate standing
One or two class presentations and a final exam (take home).
Partee, ter Meulen and Wall, Mathematical Methods in Linguistics, (1990).
This course provides an introduction to phonology, the study of sound patterns in languages. We will begin with an introduction to how linguistic sounds are produced and perceived, covering articulatory and acoustic phonetics. After a survey of the sounds of the world's languages, we will begin to develop methods of describing and analyzing sound patterns, using problem sets drawn from a wide range of languages. Throughout the course we will focus on phonetic explanations for phonological patterns.
Graduate standing
The grade will be based on (approximately weekly) problem sets, in which students will take language data and produce an analysis.
Ladefoged, A Course in Phonetics
A course packet to be made available.
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 relative 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 (Irish), Germanic (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-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
TBA
Buck, Carl Darling. Comparative Grammar of Greek and Latin
Benveniste, Emile. Indo-European Language and Society
Course packet
This course is an introduction to English syntax. The approach is formal, but informally so! Our goal is to identify the construction types of English sentence structure and their properties, with formalism enlisted to clarify the description and analysis. The core of phrase structure involves heads, complements, and subjects, and this is correspondingly the core of the course, as we focus on the primary phrases of Noun Phrase, Verb Phrase, and clause . After surveying the corresponding areas of English syntax, we move on to the modification of phrases (attributives, adverbials, and degree modification). After a treatment of selected special clausal constructions in English, the course concludes with the discussion of negation, tense, and aspect, which are intimately bound up with syntactic processes of the language.
Graduate standing
Homework and problem sets: 35%
Final exam: 30%
Mid-term: 20%
Class participation: 15%
Baker, English Syntax 2nd ed.
This course will be a survey of themes in cognitive science. Since cognitive science spans the disciplines of philosophy, linguistics, computer science, and psychology, the course will be interdisciplinary. After a philosophical overview concerning theories of mind, we'll look at neuroscience's view of cognitive processes with particular emphasis on vision. We'll then turn to linguistic abilities from the view of psychology and linguistics. The next part of the course will give an overview of the symbolic approaches to reasoning and planning in artificial intelligence. The last part of the course will be devoted to connectionism. Some of U.T.'s many active and interesting researchers in cognitive science will be invited to give talks on their fields of specialization.
Graduate standing
TBA
TBA
Late 20th century linguistics has emphasized universality while giving lesser consideration to linguistic diversity. The purpose of this course is to bring together a series of mostly independent lines of research and show that they constitute the beginnings of a linguistics oriented toward world linguistic diversity.
The first and most potentially integrative among this research is that of Johanna Nichols. She has asked such questions as: What world regions show the greatest genetic diversity? The greatest typological diversity? How does diversity correlate with geographic and with social factors such as population size and means of livelihood? What morphosyntactic features show the most robust correlations with world areas? How can any and all of these correlations, once understood, help in formulating hypotheses about linguistic prehistory at time-depths beyond the reach of the comparative method? Among her most striking have been a demonstration, and some explanation, of greater diversity in all senses in the two most newly settled parts of the globe--the Pacific and the Americas--rather than, as might be expected, the older areas of Africa, Europe, and Asia.
Another line of research, coming from linguistic anthropology and sociolinguistics, has emphasized diversity in specific communities by exploring the mechanisms of multilingualism, language shift, and language loss. This work is also of tremendous practical relevance to efforts by indigenous communities, linguists, and others, to preserve endangered languages and to raise the political issues that surround language endangerment.
A third line of research, sometimes termed 'neo-Whorfian' and pursued by John Lucy, Stephen Levinson, and others, has used experimental methods to determine the effects that differences in linguistic systems of spatial deixis have on performance of orientation and cognition tasks by speakers working in the contexts of their own languages. Their efforts, largely successful, demonstrate the wider cognitive and social importance of linguistic diversity.
A fourth kind of relevant work--perhaps more a genre of academic effort than a focused line of research--is the documentary linguist's field report. Over the years, a large number of papers by field linguists has described interesting, unusual, or surprising linguistic phenomena. While this work has usefully served to challenge universally oriented theorizing, its full role within a linguistics of diversity is yet unrealized.
Graduate standing
Research paper: 50%
Class presentation: 25%
Assignments: 25%
Nichols, Linguistic Diversity in Space and Time.
Other readings will be articles on reserve.
The aim of this course is to introduce the students to the rich world of Traditional
Bible Exegesis, primarily Talmudic-Rabbinic-Midrashic Exegesis; Targumic Exegesis
(in the Aramaic translations); Medieval Exegesis in Babylon (esp. R. Saadiah Gaon);
in Spain (such commentators as Abraham Ibn Ezra and Ramban[Nahmanides]); in France
and Provencal (esp. the Great Rashi and his grandson Rashbam; also David Kimhi [Radak]
and Abrabanel), etc.
After acquainting the students with the ìRashi Scriptî we will concentrate on: 1)
studying the methodologies of the different commentators from the literal, allegorical,
homiletecal-midrashic to the philological and linguistic, even philosophical amd
cabbalistic approaches, to the eclectic-synthetic methods. 2) Reading of selections
from various traditional commentaries of the Hebrew Bible, especially such major
ones as Rashi, Radak, Ibn Ezra. Among other things, we will try to examine their
use of the Talmudic, Midrashic and Targumic literature in their commentaries, as
well as their philological and linguistic inquiries into the Biblical Hebrew Text,
and also study the nature of their own use of Hebrew (their Hebrew style) and their
impact on the subsequent study and development of the language (esp. Rashi). Christian
Exegesis and its relation to the Judaic tradition will also be examined.
Graduate standing. Students deficient in Hebrew please contact Dr. Bar-Adon.
Regular assignments, class readings and discussions, term paper. Grades will be based on class participation, regular assignments and term paper
A list of texts will be provided in class.
Expletive-argument pairs have been argued to have properties of A-chains. An alternative view is that expletives must be eliminated at LF and replaced by their associated arguments. This seminar concentrates on recent proposals bearing on the analysis of expletives in Chomsky (1986, 1991, 1993). We examine proposals such as Chomsky's (1993) in which the expletive there is argued to be an LF affix which becomes an interpretable LF object when an element adjoins to it. We also consider more recent proposals such as Lasnik (1995) and Groat (1995), which raise questions about the nature of case assignment and case checking in expletive constructions. In the second half of the course, we discuss semantic and syntactic differences between there and it and end the course with discussion of the way it and clauses are syntactically linked.
Graduate standing
The grade for the course will be based on a squib, a presentation, and a major research paper.
Selected readings from:
Chomsky, N. The Minimalist Program. 1995
Grimshaw, J. and V. Samek Lodoviki. "Optimal Subjects," Papers in Optimality
Theory: University of Massachusetts Occasional Papers 18.
Groat, E. "English Expletives: A Minimalist Approach," Linguistic Theory
26.
Lasnik, H. "Case and Expletives Revisited: On Greed and Other Human Failings,"
Linguistic Inquiry 26.
Rothstein, S. "Pleonastics and the Interpretation of Pronouns," Linguistic
Inquiry 26.
Stroik, Thomas. Minimalism, Scope and VP Structure. 1996.
This course will be an introduction into various aspects of lexical semantics. We will in par-ticular talk about the following areas: Structural relations between word meanings. The words of a lexicon form systematic structures that can be described by taxonomic or mereological relations, by antonym pairs, etc. We will start with a discussion of such lexical configurations.
Historical semantics. We will discuss some of the rich literature on meaning
change, in particu-lar systematic structural effects of word meaning changes and
grammaticalization, the change from words to grammatical morphemes.
Lexical semantics and sentence semantics. Words contribute their meaning to
sentences and texts, and word meaning cannot be understood without taking this into
account. We will discuss how assumptions about sentence meanings and their composition
restrict word meanings. In particular, we will discuss cases that seem to argue for
lexical decomposition.
Connotations, presuppositions, alternatives. Word meanings often cannot be
described on the level of truth-conditional semantics alone. Words can differ just
in their connotations (such as "dog" and "mongrel"), they can
come with presuppositions (such as "assassinate"), and they can come with
alternatives (such as with Negative Polarity Items like "budge").
Prototypes, vagueness, grainedness. Words often have quite fluid meanings,
depending on various parameters. (What is a "house"? How many is "many"?
How soon is "soon"?) We will discuss various techniques that have been
developed to come to grips with this phenomenon.
Metaphors, metonymies, subcategorization shifts. There are other sources of
fluidity of word meanings. Waiters in a restaurant can refer to a person with "the
mushroom omelet", and we can say that new buildings "mushroomed".
Also, we will discuss why we can use verbs that normally sub-categorize for actions
for objects, as in"begin a book".
Verb classes. Considerable work has been devoted to semantically defined verb
classes and their syntactic effects. We will discuss the unaccusativity hypothesis,
according to which we have to distinguish between different kinds of subjects with
intransitives. We will discuss verbs describing movements and transactions, so-called
psych verbs, verbs of voluntary and involuntary actions, and sound emission verbs,
to name just a few. We will in particular investigate the notion of thematic roles.
(This will be the largest section of the seminar, about 10 sessions).
Other semantic classes. Systematic work has been done on adjective meanings,
spatial preposi-tions, classifiers, and various subgroups of nouns such as natural
kind terms and kinship terms.
Introduction into the semantics of natural language (LIN 380M), Syntax I (LIN 380L).
Grading is based on homework exercises and an in-class presentation with an elaborate handout at the end of the semester.
No required textbook. For the section on verb classes, Beth Levin's "English Verb Classes and Alternations", University of Chicago Press (1993), will be used. Handouts will be provided in class.
The specific theme of the course is "The phonetic bases of sound patterns".
Initially the class will have a 'journal club format' which means that every student
presents a review of a few key articles relevant to the overall theme and compatible
with his/her specific needs and interests. These articles will include recent work
by phoneticians and phonologists and will be discussed in class.
There is also another part of the class which will consist in individual lab projects
with each student doing an experiment that bears on the course theme. To facilitate
this part, possible topics should be discussed and finalized as soon as possible.
From past experience I would recommend that each participant write down a brief outline
of the proposed project before starting work in the lab.
The first few weeks will accordingly be spent in preparing the journal club presentation
and in planning the experimental work, the rest will involve running the experiment
and writing a short report on it.
Graduate standing
Written term paper
No text
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.
This course explores notions of gender as they emerge and are constructed in language in interaction, and the role that gender plays in the structure of human interaction. Readings include both ethnographic studies and theoretical work about language and gender across a range of disciplines and cultures. Early on in the course students will collect language data from a context of their choice, and this data will be analyzed both collaboratively and individually in terms of the concepts and issues examined in the readings and in class discussions.
Graduate standing
TBA
TBA
This is the anthropology graduate core course in linguistic anthropology. It consists of lectures and class discussions introducing the major subareas of linguistic anthropology (the study of language in relation to culture and society). Topics to be dealt with include: types of linguistic structure, the description and analysis of unwritten languages, the analysis of discourse, semantics, social organization and language use, the acquisition of communicative competence, speech play and verbal art, the ethnography of speaking, language change and language history, language and speech in contemporary society.
Graduate standing required. Contact the instructor for permission to register for this course.
TBA
TBA
The aim of this course is to introduce students to the various linguistic and socio-linguistic aspects associated - in theory and in practice - with phenomena and processes of Language Revival (otherwise referred to as: Restoration, Re-activation) planning and of Language Decline (or: Decay, Attrition, Obsolescence, Loss, Death). In that context, different theories and methods in the general fields of Language & Society (Sociolinguistics) and Language Planning will be examined.
The introductory part of this seminar will include a brief critical review of
the literature on Language and Society (from various points of view: linguistic,
sociological, and anthropological) and on Language Planning. The main part will focus
on the study of various aspects of Language Revival and Language Loss - phenomena
and processes in real life, and theories relating to them. It will be augmented by
a series of case-studies, illustrating different types of "Revival"/"Restoration"
vs. "Decline" or "Death"(regretfully, too many of the latter)
- past and present. For example, it will deal with such cases as the Restoration
of Irish, Welsh, Cornish, Breton, etc.; the Revival of Hebrew; the initiation of
Modern Standard Arabic, etc., on the one hand. On the other hand, the demise of Indian
languages in U.S. and Latin America; special problems with the Gaelic languages;
problems of [native and immigrant] language maintenance vs. shifts in the U.S. and
elsewhere; cases of first and second language attrition; recent developments in the
new states of the former Soviet Union. It will also deal with cases of language reform,
language modernization, and the like. It will also study the reflection of such processes
in belles lettres ó both prose , and poetry ó (e.g., the reflection of the restoration
of Irish in James Joyce and the revival of Hebrew in the works of the Israeli Nobel
Prize winner, S.Y. Agnon).
Students will be provided with a comprehensive bibliography (annotated in part),
from which they may select topics for oral reports and discussions in class.
Graduate standing
Assigned and optional readings, class discussion, an oral report of a student's choice and a term paper. Grades will be based on class participation, an oral report on a book of a student's choice and a term paper.
TBA
The purpose of this course is to help graduate students develop certain skills that will be useful to them in their careers as linguists. These include:
To meet the first goal listed above, students will give several oral presentations of their work on one of their Ph.D. qualifying papers, which they are expected to finish during the course of the semester.
Graduate standing. Consent of instructor must be obtained.
Oral presentations of your own research, class participation, short written assignments, and progress on your qualifying paper. This course is only offered on a credit/no credit basis.
None
| Courses | Lin306 | Resources |
Comments to: linclass@www.utexas.edu
