NOTE for 2013: If you would like to prepare a poster or table display on your
topic for the Intercultural Festival (Apr. 10), let Dr. Hanlon know as soon as
possible. Your topic should relate to language across cultures. See the
Reporting section below, for details on how this will affect other requirements.
The lists below contain general ideas for project topics but consider focusing
on something we won't have time to cover in class in the last four chapters of
the textbook--i.e., topics related to history of the language, dialects or
global English, history of writing, other sociolinguistic topics.
- Group projects (2 or 3 people)
are allowed, but not required; each person must submit a proposal and
report separately on his or her own work on the project.
- Choose any topic that relates
to linguistics or applications of language study. Just be sure your focus
remains on issues relating to language, and you don't get too far away
from it if your topic involves other areas of studying literature or
teaching English. For example, "how to teach a short story"
would not be acceptable unless you were analyzing the language or style of
a story, or using the story to teach something about syntax or dialects.
- The categories below include
some suggestions. These are all general suggestions and you must develop
your own precise focus. Many exercises in Linguistics for
Everyone (especially some of the exercises not assigned to the
class) suggest specific topics you might want to explore for a project.
Also, since we always run short of time in the second half of the
semester, you might choose your topic by skimming the chapters in Linguistics
for Everyone that we have not yet covered (9-14). Find a topic in
the textbook that interests you and develop a way to help the class learn
about it. References at the end of each chapter and/or talking to the
professor can help you expand the topic into a project. (Of course many
suggestions below relate to topics in the textbook we have not covered or
won't have time for.) Another idea for getting started is to browse through
the links in the Resources section in ANGEL to see if anything there
interests you.There are many other topics proposed at the end of each
section ofLanguage: Introductory Readings (but you weren't
required to buy it this year).
Dialectology:
- Look for examples of dialect
features in writing samples, speech, dramatic dialogue, literature, etc.
- Develop a topic using the
collection of Appalachian dialect materials at the Blue Ridge Institute.
- Explore the effects of dialect
diversity in students on teaching methods in the schools.
[Note: If you do some interesting work on Appalachian dialects, I would be interested in publishing it in the web site AppLit.]
Other Language Differences, Old and New:
- Compare English to another
language by focusing on some specific features of the languages.
- Report on some issue relating
to bilingual education, English Only movements, teaching ESL, artificial
languages such as Esperanto, “dying” languages, language academies, etc.
- Report on some aspect of the
history of English, perhaps by analyzing samples of Old or Middle English,
or comparing versions of the Lord’s Prayer written in different periods.
Style (limitless
possibilities for methods of style analysis and samples to analyze):
- Many methods of analyzing style
have been developed, and some recent research has focused on applying
linguistic methods to literary analysis. Methods vary in their goals and
procedures. Style analysis may involve looking for readability, syntactic
maturity or complexity, sentence types or variety, levels of formality
(use of slang or jargon or metaphor, e.g.), objective vs. subjective
styles, or some other criteria.
- Method(s) of style analysis may
be used to analyze or compare samples of speech, fiction, poetry, or
particular types of nonfiction or persuasion—news writing, advertising,
student writing at different levels, technical writing, scholarly writing,
bureaucratic writing, etc.
Other Topics Relating to Teaching:
- Survey and evaluate textbooks
or handbooks, or children’s books that feature aspects of language such as
word play. Focus by selecting particular grade level(s), and choose one or
a few specific linguistic topics to compare in textbooks. Perhaps
"test" the exercises given in those books.
- Gather information (from
books/journals, interviews, surveys, classroom observation, etc.) on how
some area of language arts or foreign languages is taught in particular
schools.
- Analyze or try prepared lesson
plans or develop your own lesson plan for teaching a specific topic or
skill involving English or foreign language.
- Collect and analyze samples of
common language problems in student writing.
- Analyze/compare programs
available for using computers to teach language skills.
Usage and Discourse Analysis:
- Collect published information
or do a survey yourself involving a selection of problematic grammatical
usage items or attitudes about usage.
- Explore the controversies over
sexism or other kinds of prejudice in language.
- Much recent research has
explored the structure of various kinds of discourse and variations in
conversational styles used by, for example, men and women. You may want to
investigate a topic such as language differences in various types of
discourse or contexts among different groups.
- Report on the social
significance of euphemism and changing attitudes toward taboo words (e.g.,
swear words), use of such words in music, comedy, television, pornography
or other media.
Theory, Miscellaneous Topics:
- Work on expanding some aspect
of the grammar we cover in class. Develop rules yourself to account for
particular types of sentences that aren't fully explained in our book.
- Compare different grammatical
approaches (traditional, structural, transformational, case, or others) by
showing how those grammars would account for specific types of structures.
- Report on research on some
topic involving language universals, language acquisition,
psycholinguistics, semantics.
- Report on the jargon or slang
of a particular trade, profession, recreational activity or social group,
and/or attitudes about language within that group.
- Report on words created or used
to name and sell products, history or significance of place names,
language in politics—the possibilities are endless.
- Report on radio or TV shows or
web sites about language, or word games.
The projects should not be just library research reports and no
one is expected to do extensive research, although background reading may help
you focus on a topic or provide crucial ideas and information to be used in
your report. Even if most of your material comes from books or journals
(secondary research), in most cases you should do some kind of primary research
or "hands-on" work yourself, or develop some examples on your own.
For example, if you are interested in stylistics, read about different methods,
decide which one(s) you want to try out or compare, and try that method on some
short samples of writing or speech. Other projects might involve use of
interviews, surveys, exercises, computers, letters of inquiry, etc. Even though
the focus should be narrow and only a short report will be required at the end,
leave yourself enough time in case you want to send for information, arrange
for interviews, etc.
If you approach any real people for information or assistance—either teachers/scholars or others, be sure to do so with courtesy and tact. Some people are very self-conscious or defensive about their language or the teaching of English. You don't want them to get the impression you are spying on them or trying to criticize their language habits or teaching methods. Sociolinguists have spent decades refining their methods for collecting data because direct questions about language create an environment in which people cannot report accurately on their own natural usage, and there are many controversies surrounding the teaching of formal grammar and other language skills in the schools.
Creative approaches and original hypotheses are welcome, but you are not expected to create original methods or theories about your subject. Feel free to borrow the ideas or methods of experts and practitioners, and then look for your own examples or test the method on your own samples. You may find that what you learn about the difficulties and complexities of gathering valid data or teaching effectively is as important as the content of the data or teaching lesson itself. If you plan a project that does not succeed in getting the results you expected, report on what you did learn about the methodology in that particular area.
Reporting on Projects:
If you approach any real people for information or assistance—either teachers/scholars or others, be sure to do so with courtesy and tact. Some people are very self-conscious or defensive about their language or the teaching of English. You don't want them to get the impression you are spying on them or trying to criticize their language habits or teaching methods. Sociolinguists have spent decades refining their methods for collecting data because direct questions about language create an environment in which people cannot report accurately on their own natural usage, and there are many controversies surrounding the teaching of formal grammar and other language skills in the schools.
Creative approaches and original hypotheses are welcome, but you are not expected to create original methods or theories about your subject. Feel free to borrow the ideas or methods of experts and practitioners, and then look for your own examples or test the method on your own samples. You may find that what you learn about the difficulties and complexities of gathering valid data or teaching effectively is as important as the content of the data or teaching lesson itself. If you plan a project that does not succeed in getting the results you expected, report on what you did learn about the methodology in that particular area.
Reporting on Projects:
• Let the professor know your topic by April 8 at the latest
(preferably before that date). You can use the proposal outline form below if
you wish. Consult me about methods or progress as often as you wish.
• Submit a list of sources used for your project. Use MLA
or APA documentation. This is the only required writing that applies to all
projects. Be sure any sources you use for theoretical or historical or
linguistic background are reliable ones, and that you document all sources
accurately in your bibliography. If you wish to add annotations, guidelines for
annotated bibliographies can be found at the Purdue U. OWL,http://owl.english.purdue.edu/handouts/general/gl_annotatedbib.html.
• Any pertinent format or media may be used in the oral reports (or online submissions): give an overview of the work you did on your project and/or use handouts, whiteboard, recordings, posters, videotape, computer, etc. Be sure to arrange in advance for any equipment or photocopying you may need.
• If you aren't presenting a display for a public event, you should plan on giving a 5-minute report in class at a time we will schedule. The audience for your report is this class (or the campus community if you do a display for the Intercultural Festival, Apr. 10). If doing an oral report in class, feel free to bring in guests; engage the class in discussion or debate; or ask us to pretend we are a special kind of audience, such as a ninth grade class. The class will be asked to offer comments and questions after your report. If you are doing a display for a public event, you can turn in your annotated bibliography at a later date and we'll give you a minute or two in class if you have a poster you want to show off again or you want to tell the class about completion of your research.
• Any pertinent format or media may be used in the oral reports (or online submissions): give an overview of the work you did on your project and/or use handouts, whiteboard, recordings, posters, videotape, computer, etc. Be sure to arrange in advance for any equipment or photocopying you may need.
• If you aren't presenting a display for a public event, you should plan on giving a 5-minute report in class at a time we will schedule. The audience for your report is this class (or the campus community if you do a display for the Intercultural Festival, Apr. 10). If doing an oral report in class, feel free to bring in guests; engage the class in discussion or debate; or ask us to pretend we are a special kind of audience, such as a ninth grade class. The class will be asked to offer comments and questions after your report. If you are doing a display for a public event, you can turn in your annotated bibliography at a later date and we'll give you a minute or two in class if you have a poster you want to show off again or you want to tell the class about completion of your research.
• Do not plagiarize (obviously). If you use anything in your
reports that you did not write yourself, or quote from any of your sources in
written material you submit, be sure to acknowledge where you got those words
or idea
Proposal for Project in Linguistics
Name (List others in group, too, if part of a group project):
Topic:
Statement of Purpose of Project:
Scope or Parts of Project (indicate how your portion fits into whole project if working with a group):
Procedures and Methods to be Used:
Resources to be Used (may include people and written sources):
Final Form in which Project will be Presented:
(must include annotated bibliography)
Topic:
Statement of Purpose of Project:
Scope or Parts of Project (indicate how your portion fits into whole project if working with a group):
Procedures and Methods to be Used:
Resources to be Used (may include people and written sources):
Final Form in which Project will be Presented:
(must include annotated bibliography)
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