Spring 2002
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 current
Linguistics course schedule (undergrad).
LIN 306: Introduction to the Study of Language (Hancock)
This course is an introduction to the scientific study of language - the 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
Course packet to be available from Speedway Copies in Dobie Mall.
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LIN 306: Introduction to the Study of Language (TBA)
This course is an introduction to the scientific study of language - the 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?
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).
See306 Home Page for prerequisites, requirements,
and texts.
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LIN 312: Bilingualism (Walters)
What do we know about life with two (or more) languages? Are the similarities
across bilingual speech communities? How is language stored in the brains of bilinguals?
Does growing up with two languages retard language acquisition, as many people believe?
Does it help it along? Why do bilinguals often mix their languages when they speak?
Is there any system to this switching, or is it random, as monolinguals often believe?
What do we know about educating bilinguals and educating for bilingualism? How do
various countries around the world deal with questions of educating bilinguals? What
is life like for Deaf individuals who sign one language but write the language of
the larger society in which they live? Why do some argue that the American tradition
is really more a bilingual one than a monolingual one? In this class, weíll explore
all these issues and many more.
Prerequisites
None, except a willingness to be challenged about matters of language,
language structure, and identity. Monolinguals, bilinguals, and multilinguals will
all be welcomed!
Requirements
Two tests, a final, occasional homework, and a project involving collecting
information about bilinguals and bilingual behavior.
Texts
Romaine, Suzanne. Bilingualism, 2nd ed. and a packet of readings
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LIN 312: Culture and Communication (Keating)
[same as ANT
307]
The goals of this course are to introduce students to the study of language use
from a sociocultural perspective and to develop skills (through collecting language
data) in analyzing the role that language plays in the construction of culture and
in the interpretation of human interaction. Topics discussed in lectures and readings
include ethnicity, identity, power, status, and gender as these ideas are constructed
and negotiated through language.
Prerequisites
None
Requirements
There will be two mid-term exams (no final), and several short written
analytical exercises. Exams count 45% of the grade, and other assignments 45%. Class
participation counts 10%.
Texts
TBA
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LIN 312: Language of Cartoons and Comics (Brody)
By means of examining the human voices of animated cartoons and the representations
of speech and sounds in comic books, this course will introduce some of the basic
concepts and tools of linguistics. In addition to English language materials, we
will use cartoons and comics in several other languages. Among the questions to be
explored will be: What is linguistics and how can we use it to learn about ourselves
and the world? How is cartoon speech different from ordinary speech and why should
it be so? Are there sounds that suggest meaning, like in the words splash or
plop? Is onomatopoeia universal? What are some of the challenges of translating
sound and speech to writing? How do different kinds of comics take that challenge?
CARTOON SPEECH
Including: basic phonetics and phonology; speech features in the storytelling
customs of selected other cultures; speech analysis of selected cartoon characters;
regional/social dialects in cartoon speech; sound changes; language and gender; and
sound symbolism (speech sounds that suggest meaning).
PRINT COMICS
Including: survey of conventions for representing speech/dialogue in writing (punctuation
etc.); cross-linguistic material (speech balloons in Maya glyphs, etc.); basic Conversation
Analysis involving features such as affective characteristics represented in print
(italics, UPPER CASE, etc.) and representation of discourse features (pauses,
overlap, repair); visual organization of information; sound effects (BAM, PFFFFT,
OOF!, etc.), all with particular emphasis on sound symbolism, onomatopoeia, and cross-linguistic
data.
Prerequisites
None
Requirements
Course packet of readings and comic pages
Texts
Weekly homework, a few quizzes, 2 short tests (2 papers for the Substantial
Writing Component section), 10-minute presentation, participation
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LIN 312: History of English Words (Lee)
This course offers an introduction to the etymological study of the English language,
tracing not only the historical emergence of English, but also the histories of other
Germanic languages and other Indo-European languages (especially French, Latin, and
Greek) back to their Proto Indo-European roots. In addition to language-internal
developments, the cultural, economic, political and social contexts that have influenced
the history of the English language will also be examined. Basic linguistic tools
for analyzing English etymology will be introduced. Specifically, students will learn
fundamental concepts of historical linguistics such as sound change and analogical
change, internal reconstruction and the comparative method. Morphological, syntactic,
and semantic changes will also be discussed.
No knowledge of specific languages other than English is required.
Topics we will consider include the following: Why does English have plurals like
feet, children, brethren, foci, phenomena, and verbs like sing-sang-sung,
keep-kept-kept? How can eat, tooth, edible, dentist be etymologically
related? How about short, skirt, shirt? What are the origins of day-names
and month-names like Wednesday and August? Celtic speakers inhabited
Britain before English-speaking groups arrived: so why does English have so few Celtic
words? Who were the Vikings? What does viking mean, and how did the Vikings'
occupation of England influence English? Who were the Normans, and what linguistic
impact did the Norman Conquest have on English? How did printing, the Renaissance,
and the Reformation shape English? Why is English spelling so chaotic?
Prerequisites
None
Requirements
- Writing component
- Class participation: 20%
Two take-home quizzes: 30%
Two written analyses: 20%
One final paper: 30%
- Non-writing component
- Class participation: 30%
Two take-home quizzes: 40%
One final paper: 30%
Texts
- Millward, C. M. A Biography of the English language. 2nd edition. 1996. Holt,
Rinehart and Winston, Inc.
- Watkins, Calvert (rev. and ed.) The American Heritage Dictionary of Indo-European
Roots, 2nd edition. 2000. Houghton Mifflin Company.
- Course packet.(Available at I.T. Copies @ M.L.K and Whitis. Hours: M-F 8-6, Sat.10-2.
Tel: 476-6662.)
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LIN 312: Language and the Law (McCartney)
Have you ever wondered why lawyers and judges talk the way they do? Now you can
learn what they're trying to say, what they're really saying, and how to use both
of these to your advantage.
This course looks at the role natural language plays in a variety of legal contexts.
We will start with the nature of legal language, or legalese, and its purposeful
exclusivity. Then, we will examine legalese using linguistic tools to see what it's
supposed to mean, what it does mean, how to interpret it, and what we can do about
it.
We will do this by looking at 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 decisions. This will help you understand legalese,
and may also help you to communicate more clearly.
We will also consider the reciprocal effect that the law and socio-linguistics have
on each other. This includes how child language and minority- language are treated
in the judicial process, and the effect of legal language on how justice is implemented
for children and minorities, in both written and oral contexts.
Linguistics skills, along with some understanding of the theory behind how language
is structured, can better arm anyone who deals in communicating with people.
Prerequisites
None
Requirements
Readings, homeworks, short written papers (1-2 pp.), presentation, final paper,
participation
Texts
Course packet
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LIN 315: Speech Science (Davis)
[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: anatomy and physiology of speech production, acoustic characteristics of
the speech signal, and perception of speech.
Exams will be objective (Bring a #2 pencil). Optional review sessions will be
held before each exam. No make-up exams will be given. Grades will be computed on
the basis of the four exams and the lab participation grade. All University procedures
for scholastic dishonesty will be enforced.
Prerequisites
None
Requirements
TBA
Texts
TBA
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LIN 321L: American English-W (Kimball)
[same as E 321L, contains a substantial writing component]
In this class we will examine the development of American English from colonial
times through the present. Topics we will cover include: the influence of Native
American languages; American post-colonial nationalism and attitudes toward British
English; the origins and diffusion of regional dialects; language use in Texas and
the south as regional dialect areas. We will also look at modern and modern social
and ethnic dialects, including African-American Vernacular English, and at the emergence
of new varieties of American ways of speaking and writing in the late twentieth and
early twenty-first centuries in the wake part of emerging computer technology and
networked communication.
Prerequisites
None
Requirements
Three four-to-five page papers with required drafts (32% each). Conference
on first paper (4%).
Texts
None. Readings packet: Available at Jenn's.
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LIN 323L: English as a World Language (Hancock)
[same as E 323L]
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
TBA
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LIN 344K: Phonetics (Myers)
This is an introduction to the study of speech sounds in human languages, including
the following topics.
- What sounds are there in English and in other languages?
- How do people produce them?
- How do people distinguish them?
- What are the differences among different accents of English?
- 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 (or permission of the instructor)
Requirements
TBA
Texts
Ladefoged, A Course in Phonetics (4th edition)
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LIN 345: Language Change and Language Variation (Harms)
An introduction to the phenomenon of language change, to the linguistic and social
phenomena which influence it, and to the principles which linguists have developed
to account for it. These principles have led to methods, to be examined in the second
half of the class, for reconstructing the vocabularies and grammars of the prehistoric
parent languages of languages which exist today, or which have been preserved in
writing.
Prerequisites
LIN 344K
Requirements
Classes will be a mix of lectures, discussion, and problem solving
using data from a wide range of languages. Grade is based on homework assignments
(50%), two in-class examinations (40%), and class participation (10%).
Texts
Campbell, Lyle. Historical Linguistics - An Introduction
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LIN 350: Language and Gender (Zhang)
The primary goal of this course is to engage students in a critical examination
of the interaction between language and gender. It will introduce general theories
and approaches to the study of language and gender. Students will be introduced to
a broad range of interdisciplinary literature on language and gender, and language
and sexuality. It will also provide students with opportunities to apply these theories
in exploring linguistic data in the context of the United States or languages and
communities of their interests.
Prerequisites
LIN 306 (or permission of the instructor)
Requirements
TBA
Texts
Coates, Jennifer (ed.). 1998. Language and gender: A reader. Oxford: Blackwell.
Hall, Kira, and Mary Bucholtz (eds.). 1995. Gender articulated: Language and the
socially constructed self. New York: Routledge.
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LIN 350: Language and People (King)
LIN 350 "Language and People" is a topics course on those aspects of
sociolinguistics and historical linguistics which enjoy the greatest interest among
students of language and linguistics. Some of the topics covered in Spring, 2002,
will be: gender and language; the origins of language and writing systems; the origins
of proper names; political conflicts in which language is a proximate cause (Quebec,
Belgium, India, countries formerly part of the Soviet Empire); how languages differ
from each other; the Nostratic Theory; accent and social stratification; animal communication;
nonverbal communication; language in diaspora; language, ethnicity, and nationalism.
Course content is adjusted according to the interests of the students. The course
will consist of lectures and class discussions.
Prerequisites
None
Requirements
The grade in the course will be based on attendance, short tests,
and a few short reports.
Texts
Course Supplement (Speedway Copying)
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LIN 350.1: Language and the Brain (Sussman)
[same as CSD 350]
This course is designed to provide up-to-date information and theory regarding
language representation in the brain. No prior background is assumed as a complete
grounding in human neuroanatomy and neurophysiology is provided. Topics to be discussed
include: (1) localizationist vs. holistic arguments for language representation in
the brain; (2) brain scanning (PET, FMRI) studies; (3) the neuropathology of speech-language
disturbance following brain injury, i.e., aphasia, dysarthria; (4) left-right hemispheric
specializations.
The format is informal lecture-style with class participation encouraged. Note
packet available and essential.
Prerequisites
None
Requirements
Grading is based on four exams. No term paper.
Texts
None
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LIN 357: Undergraduate Research
Supervised research experience. Offered on pass/fail basis only, may be repeated
for credit. Consent of instructor must be obtained.
Prerequisites
LIN 306 with grade of at least C
Requirements
TBA
Texts
TBA
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LIN 360K: Introduction to English Grammar (Smith)
[meets with E 360K]
Have you ever wondered how your language works? Whether there's any logic to the
way words are put together into sentences? How and why people speak differently?
This course will introduce you to the some of the mysteries of English, especially
syntax and morphology. Morphology is the study of word formation; syntax deals with
how words group together to form phrases and sentences. We will use the general framework
of generative grammar developed by Noam Chomsky.
We will learn the basic principles of structure and techniques of syntactic analysis
as well as the facts. We will also discuss the differences between dialects of English:
what makes a dialect different, whether some dialects are better than others, what
people think they should say and what they actually do say.
Note: E 360K and LIN 360K cannot both be counted
Prerequisites
None
Requirements
Homework assignments, class participation; midterm and final examinations.
Texts
Morenberg, Max. Doing Grammar, Oxford University Press.
Berk, Lynn. English Syntax, Oxford University Press.
Handbook about word structure.
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LIN 360K: Introduction to English Grammar (Underwood)
[meets with E 360K]
The title of this course can create confusion since grammar has at least six commonly-understood
meanings in contemporary American English. This section of E/LIN 360K assumes that
grammar means the characteristic system of inflections and syntax of the language
as dictated by a system of constitutive rules. Constitutive rules are radically different
from regulative rules. Constitutive rules of grammar define the inherent nature of
the language; regulative rules, on the other hand, are imposed upon the language
to dictate what is to be preferred and avoided in the manipulation of that language.
This orientation of this section of 360K is descriptive, not prescriptive. The purpose
of this section of 360K 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. This section also assumes
a fundamental distinction between the grammar of English and the mechanics of the
writing system of English. The course does not include any attention to mechanics
(spelling, punctuation, and capitalization). If one assumes that E/LIN 360K is a
"refresher" course in the kind of grammar typically taught in American
primary and secondary schools, then one egregiously misunderstands the nature and
function of this class.
The course begins with 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 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 may want to review on their
own. Those students who claim that they were never taught grammar or those who insist
that they do not remember any grammar that they were taught will not be disadvantaged.
However, they may not appreciate the significance of the approach of this course
as much as those who were taught ìtraditional grammarî bad remember the experience.
Note: E 360K and LIN 360K cannot both be counted
Prerequisites
TBA
Requirements
20%: Approximately twelve syntax exercises
25%: A syntax analysis project
50%: Three syntax tests
05%: Class performance
Texts
One course packet available from Speedway Printing in Dobie Mall
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LIN 364M: History of English Language (Blockley)
[same as E 364M]
This course aims to present the historical development of English by striking
a balance between the internal history - sounds, inflections, syntax , and lexicon
- and the external history - the graphic forms and the social forces that have characterized
the course of that development at different periods. The main topics include an elementary
survey of English phonetics and the Indo-European language families, followed by
several weeks each surveying Old English (500-1100), Middle English (1100-1500),
Early Modern English (1500-1800), and Present -Day English in America and throughout
the world.
Prerequisites
TBA
Requirements
There will be regular homework exercises from the workbook and from
handouts on vocabulary, phonological change, etc., due at the beginning of the class
period.
Texts
C. M. Millward, A Biography of the English Language (Harcourt,
2nd ed.)
C. M. Millward, Workbook to accompany Biography of the English Language, 2nd ed.
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LIN 364M: History of English Language (Cable)
[same as E 364M]
This course aims to present the historical development of English by striking
a balance between the internal historyósounds, inflections, vocabularyóand the external
historyóthe political, social, and intellectual forces that have determined the course
of that development at different periods. The main topics (which will be covered
fully in class lecture-discussion) include the Indo-European Family of Languages,
Old English, The Norman Conquest and the Subjection of English (1066-1200), The Re-establishment
of English (1200-1500), The Renaissance (1500-1650), The Appeal to Authority (1650-1800),
The Nineteenth Century and after, and the English Language in America.
Prerequisites
TBA
Requirements
TBA
Texts
TBA
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LIN 372K: Sound Patterns: Sound to Word (Crowhurst)
This course is an undergraduate level introduction to phonological patterns found
in the world's languages. Phonology is the study of how sounds behave (inventories
of sounds, how they are distributed, and how they influence one another) in spoken
human languages. Emphasis will be placed on problem solving. Students will learn
how to identify phonological patterns in data, to describe these patterns in theory-neutral
terms, and how to analyze them. Other important skills to be developed are fundamental
to the construction of solid arguments: learning to identify proper evidence for
a particular analysis, constructing an argument for a particular analysis (point
of view) based on the evidence, identifying advantages and disadvantages of an analysis,
and comparing a proposed analysis with potential alternatives. This class is a core
program requirement for linguistics majors and is therefore quite specialized. However,
the pattern-identification and argument building skills we focus on are broadly general
and valuable beyond their specialized application in linguistic studies.
Prerequisites
LIN 344K
Requirements
Texts
No text; there will be a reading packet and texts put on reserve.
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LIN 373: Language, Culture and Society in Latin America (Sherzer)
[meets with ANT
320L, LAS 324L, SPN 367K]
This course provides a sociolinguistic and linguistic anthropological introduction
to Latin America. Geographically, the range will be from Tierra del Fuego to Chicago,
thus seeing Latin America as ranging, sociolinguistically at least, from North to
South America. Attention will be paid to indigenous languages and cultures as well
as Spanish, Portuguese, and other immigrant languages in Latin America. Topics to
be studied include language histories and classifications, languages in contact (bilingualism,
code switching, etc.), linguistic variation of various kinds, language in relation
to identity, class, ethnicity, and gender, forms of discourse, language and music,
language and education, and speech play and verbal art.
In addition to class lectures and discussion, audio and video tape materials will
be used.
Prerequisites
None
Requirements
2 mid term exams: 45%
2 short projects/papers: 45%
class participation: 10%
Texts
There is no textbook for the class. There will be a course packet.
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LIN 373.6: Structure of German Language (Boas)
This course will provide upper-division students possessing a basic knowledge
of and interest in German with a thorough overview of the structure of the language
from a theoretical linguistic point of view. The focus will not be limited to the
standard language, but will include data from non-standard varieties as well. The
implicit approach will be contrastive, viewing the German data against the background
of English. Previous coursework in linguistics is helpful, but not required. The
course will be taught in English and is divided into the following general parts:
- Phonetics & Phonology (the study of speech sounds and how they are combined)
- Morphology (analysis of words)
- Syntax (analysis of sentences)
- Lexical Semantics (meanings of words)
- Sociolinguistics (language variation)
Course goals: By the end of this course, you should be able to do the following:
- Explain how (and why) human beings are able to acquire and use their specific
linguistic abilities.
- Analyze German sounds, words, sentences, and dialects and discover their organizing
principles.
- Relate acquired linguistic knowledge to everyday language use.
- Understand how German differs from English and why.
Prerequisites
You must have completed fourth semester German (310, 312L) or have
gotten credit for fourth semester German through placement exams or transfer credit.
Requirements
TBA
Texts
Johnson, Sally (1998): Exploring the German Language. New York: Arnold.
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LIN 373.7: Intro to Cognitive Science (Stankiewicz)
[same as CGS 360.1 & PHL 365.2, meets with PSY 341K]
Each of us is equipped with a three-pound information-processing machine between
our ears that is allows us to interact with our current environment, remember past
events and speculate and plan for future events. This piece of machinery, called
the brain, is capable of accomplishing a plethora of computations from visually recognizing
friends and family to developing complex mathematical theorems. But how does the
mind/brain do this? The field of cognitive science is deeply interested in this issue
from both a mechanical (neural) and processing (computational) perspective.
This course will introduce students to some of the latest theories and research
in the area of cognitive science. Topics in the course range from "Form perception
and object recognition" to "Reasoning and decision making.
Prerequisites
Psychology 301 with a grade of C or better, Psychology 418 or an equivalent
statistics course with a grade of C or better, and upper division standing.
Requirements
Exams: Exams will consist of essay, short-answer and multiple-choice
questions.
Mid-Term Exam: 25%
Final: 25%
Total: 50%
Papers: There will be two substantial papers written for the course
(7-9 pages each). Students will be able to choose the paper topic from a list of
suggested topics or develop their own topic. A proposal for each paper is required.
The proposal will provide the basic premise of the paper along with a selection of
references that might be used in the final version of the paper. Papers will be graded
on the clarity (grammar and writing skills) and content.
Proposal Midterm Paper (2 pages): 5%
Midterm Paper (7-9 pages):15%
Proposal Final Paper (2 pages): 5%
Final Paper (7-9 pages): 25%
Total: 50%
Texts
An Invitation to Cognitive Science - 2nd Edition: Vol.
1 Lila R. Gleitman and Mark Liberman (Eds.)
An Invitation to Cognitive Science - 2nd Edition: Vol. 2 Stephen M. Kosslyn
and Daniel N. Osherson (Eds.)
An Invitation to Cognitive Science - 2nd Edition - Vol. 3 Edward E. Smith
and Daniel N. Osherson
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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.
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LIN 379H: Honor Tutorial Course
Individual instruction. Prerequisites: Admission to the Linguistics Honors Program.
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.
15-Jan-02
Comments to: linclass@www.utexas.edu