History of the English Language
Dr. Meehan
Case Studies from HEL
(pun intended)
Case Study #1: Language Autobiography
Assignment:
Develop a 3-4 page essay (double-spaced) that explores a memorable and insightful experience you have had with language use and/or language learning. As a way to focus this essay (since the autobiography of our life in language would be quite long), you are required to make a connection between the experience and one or more key ideas or issues we have studied thus far in the text and class regarding the nature and history of language. This is an important component of the essay: use the text to shed light on your experience and use your experience to shed light on the text and the theoretical issue you focus on. This is an autobiographical essay (you and your experience are the primary content), but one that is informed by the reading of the course. Citations should be handled in the appropriate MLA format.
Objectives:
Students will develop an autobiographical inquiry into their own use and history of English language and begin to contextualize that use in the larger history of the English language. Students will present this inquiry in a short essay that demonstrates their understanding of the reading and reflects their effort in developing this understanding in essay form, through several stages of writing process. Students will develop confidence in their understanding of the language they use and their ability to communicate that understanding in writing.
Process/Support:
Journal writing in response to reading and class discussion; draft of essay (focal point); workshop in class with peer review; conference with writing center as desired; conference with teacher.
Assessment:
Each piece will be assessed following the descriptive rubric provided, including both the quality of the finished product and the level of effort during the process. As a follow-up, students will have a conference with me to discuss the assignment and the evaluation. If recommended, students may have the option to revise the essay further following guidelines I provide.
F [below 60]/failing: The essay fails to complete the assignment as expected.
D [60-69]/insufficient: The essay addresses the assignment generally, without providing the kind of focus that is necessary for coherence and development; the essay makes no use of a connection to reading; the essay shows little thought and creativity in exploring the experience; the mechanics of the essay suggest that little to no editing was done. In general, this essay reflects a weak and insufficient achievement, suggesting the need for improvement in multiple areas.
C [70-79]/sufficient: The essay addresses the assignment sufficiently and provides a necessary focus, though with a need for further development; the essay makes a sufficient connection to reading but not in a way that is effective for the essay; the essay demonstrates sufficient thought and creativity, with a need to do more during the revision process; the mechanics of the essay indicate the need to address some issues during editing. In general, this essay reflects sufficient achievement with the assignment, suggesting room to improve in one or more of the areas mentioned.
B [80-89]/strong: The essay addresses the assignment fully and develops its focus coherently and effectively; the essay makes effective and thoughtful use of connections to reading, demonstrating the writer’s understanding of the reading; the essay demonstrates the kind of thought and creativity that is necessary for an effective and compelling piece of autobiographical writing; the mechanics of the essay indicate no significant problems. In general, this essay reflects strong work and achievement; there is room to refine and push a bit further in one of the areas mentioned, something the writer can do if selecting this for further work and possible publication.
A [90-100]/exceptional: The essay responds to the assignment in an exceptional manner, developing its focus with impressive coherence and thoroughness; the essay’s use of connections to reading are highly effective, perceptive, and thoughtful, demonstrating great insight; the essay’s thoughtfulness and creativity are demonstrated throughout the piece, making it highly engaging and compelling; the essay is clean, well edited. In general, this essay reflects excellence in all aspects; the writer should consider working on this and refining/expanding the piece for publication.
Process: the work put into the process of writing the essay
insufficient: Though the essay was turned in, little effort was demonstrated throughout the process, leading to significant problems with the essay or with deadlines along the way.
sufficient: All deadlines were met and the effort along the way was fine, with room to improve effort at a key stage of the process: for example, brainstorming or revision.
strong: Effort was strong throughout the process, resulting in solid work at each stage. Though no major problems are indicated, the writer should reflect on which stage of the process they feel they could further improve (for example, revision or editing) and work towards that during the next project.
exceptional: The writer’s effort was excellent throughout, consistently doing more than expected and pushing themselves to learn and improve their writing and the essay itself.
Case Study #2: Making the OED
Assignment: Select either 1 or 2
#1: new into old
[adapted from Daniel Mosser, HEL professor at Virginia Tech]
Select a word or phrase that is of interest to you, that exists in some print or social form (for purpose of citation), but that is not yet in the OED. It will be up to you to make a case for getting it into the OED--for giving to this new word (possibly a phrase) the lustre of the old.
Part one of the assignment is to compose an entry emulating the format of the OED: pronunciation; part of speech and spelling; etymology; different meanings; history of recorded uses/quotations (search the internet, use Lexus/Nexus to determine this, scour television, interview classmates, consult other dictionaries). Develop as complete an entry as you can for this word or phrase—utilizing your research skills and evolving linguistic understanding. Instead of directly copying from the OED or other lexical resources, I expect you to synthesize relevant information (in your words) and provide a link to the resource (or citation, in the case of print material). [approximately 2 pages]
Part two of the assignment is to reflect in a brief essay [2-3 pages] on the following: why you chose the word; the process of developing the entry—what and how you did it, resources you used (which you will provide in works cited format), difficulties you encountered; what lessons about language and historical linguistics (including concepts from the reading) you feel most applies to your project and your case study of this word. In order to make this reflection specific and analytical (to avoid generalizing), I will require you to make at least 1 citation (direct or indirect quotation) of ideas, descriptions or concepts from the Crystal reading on lexicon and etymology (chapters 8-12 in Cambridge Encyclopedia)
-Or-
#2: old into new
[adapted from Thomas and Tchudi, The English Language: An Owner's Manual]
Select a word or phrase that is of interest to you, that is in general use and that is already in the OED--but whose history you (and perhaps most of us) don't recognize when we use the word. Make a case for a fuller understanding of this word, for making this old word new again--in effect, returning some of the lustre that has faded from it.
Part one of the assignment: Synthesize and analyze the etymology and lexical history of the word/phrase by consulting the OED and at least two other reference sources. This synthesis can include citation from these sources, but should not merely be copying from the three references. Focus in your synthesis and analysis on what you consider to be the significant aspects of this word's history, its usage, its evolution. Instead of directly copying from the OED or other lexical resources, I expect you to synthesize relevant information (in your words) and provide a link to the resource (or citation, in the case of print material). [approximately 2 pages]
Part two of the assignment is to reflect in a brief essay [2-3 pages] on the following: why you chose the word and what you learned from your in-depth study of its history. How might or perhaps how should we rethink our common use of this word base on the fuller understanding you have gained? How does your fuller understanding compare to the common, current uses of the word? As a way to expand on this last point, interview at least two people about what the word means to them. What lessons about language and historical linguistics (including concepts from the reading) apply to your study of the word? In order to make this reflection specific and analytical (to avoid generalizing), I will require you to make at least 1 citation (direct or indirect quotation) of ideas, descriptions or concepts from the Crystal reading on lexicon and etymology (chapters 8-12 in Cambridge Encyclopedia)
Objectives:
To develop and display your understanding of historical linguistics and etymology—specifically in relation to our focus on the OED and the historical evolution of English.
To apply the creative and analytical process of historical language study and lexicography that we have been exploring in the course and its readings.
To further our work in (and your grasp of) the play and power of language.
Assessment:
I will be focusing on your application of lessons from our study of historical linguistics (and most specifically, of dictionaries, etymology and the OED) to your case study. I see this as an applied reading--where once again you need to connect your interest in language to concepts and readings from the course. This means that I will assess projects for the strength of the application that the case study displays.
90-100: excellent application; displays thorough understanding of lessons from historical linguistics and etymology as presented in the course.
80-89: strong application; displays a good understanding of lessons from historical linguistics and etymology as presented in the course, with some room for further development and refinement.
70-79: average application; displays a proficient understanding of lessons from historical linguistics and etymology as presented in the course, with a need for more development of some basic components of the project
60-69: weak application; displays a poor understanding of lessons from historical linguistics and etymology as presented in the course, with a need for extensive development of basic components of the project
Publication:
In addition to turning in to me an electronic copy of your case study, you will present to the class your word history and reflections on the process—and explain the historical and linguistic significance of the word you have uncovered in your research.
Case Study #3: The Notorious BIG G
[further explorations in modern grammar]
Assignment:
In the last few weeks we have focused on more recent definitions and theories of English Grammar developed by linguistics—definitions that have not influenced the traditional ways of thinking about grammar in school or even the workplace. In short, we have been contrasting the descriptive with the prescriptive, Big G with little g. For this essay, your assignment is to select a particular facet or issue of the modern Grammar/linguistics we have studied (basically chapters 7-9 in ELO) and explore it further: for example, Chomsky, word categories, generative syntax, artificial languages, language variation, dialect, etc. You might also go back to a particular problem from little g grammar (for example, lie/lay) and explore how that problem can be viewed from a more descriptive approach.
Present your further exploration of this aspect of Grammar in 3-5 typed pages. Your essay must include at least one secondary source (not including our text books) that you draw upon for insight and understanding. Your sources must be cited properly in MLA format. Your essay should have a thesis: an indication not only of what your specific focus on Big Grammar is, but why, what significance this aspect of Grammar has for an overall understanding of language. You might assume as your audience someone (say a teacher or editor) who is only familiar with little g/traditional grammar—you want to help them understand language from this other perspective, perhaps persuade them that there is more to “grammar” than correcting mistakes. What insight on language does your chosen focus give us? Why study this aspect of Grammar in more depth?
Publication:
You will submit the essay to Blackboard, as usual. In addition, in class that day be prepared to present your research in our 3nd annual symposium, “The Notorious BIG G: Everything You Wanted to Know about Language but Were Afraid to Ask.”
Learning Objectives:
Students will explore and understand in depth a specific aspect/issue of modern grammar or linguistics.
Students will express this greater understanding and further exploration effectively and thoughtfully in writing and oral presentation.
Support:
Journal; focal points; class workshop and peer revision; conference with teacher as needed.
Assessment:
Student effort and progress in the writing process will be assessed and figure into the overall grade for the assignment. The final version of the essay will be evaluated based on the following scale of achievement.
A [90-100] excellent
The essay reflects excellent achievement in all aspects of the assignment, impressive in the critical understanding of Grammar it displays; the essay is thoroughly and thoughtfully developed; the use of a secondary source is highly effective; the essay is cleanly edited and cited. Your ‘little g’ readers are utterly convinced by your argument and will change they way they think about grammar for good.
B [80-89] strong
The essay reflects strong achievement in all aspects of the assignment and is strong in the critical understanding of Grammar it displays; the essay is well developed, making good use of a secondary source, though there is room to develop further or make even better use of a secondary source and its insight; the essay reflects good work with editing and citation. Your ‘little g’ readers are intrigued by your argument—it is strong enough to get their attention, but they want to hear a bit more before being convinced.
C [70-79] sufficient
The essay reflects sufficient achievement in most aspects of the assignment and the critical understanding of Grammar it displays; the essay is sufficiently developed and focused, meaning there is a need to revise and develop the argument further and to make better use of a secondary source and its insight; the essay might also need more attention given to editing. Your ‘little g’ readers aren’t convinced by your argument—though it sounds plausible and potentially convincing, they aren’t ready to change their view.
D [60-69] weak
The essay reflects limited achievement in most aspects of the assignment and a weak, critical understanding of Grammar; the essay is insufficiently developed and focused, meaning there is a need to revise and develop most aspects of the essay further and to make use of a secondary source and its insight; the essay also needs attention given to editing and overall, needs more effort. Your ‘little g’ readers are not only unconvinced by your argument, your essay confirms their assumption that Big G grammar is leading to weakness in education.
F [below 60] failing
The essay fails to reach a basic level of achievement expected for this assignment or fails to meet required deadlines. Your ‘little g’ readers, in an effort to correct your ungrammatical ways, make you diagram every sentence in Shakespeare.