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ENG 341: Language in Society K. di Gennaro 1-24-22 Course Title: ENG 341: Language in Society CRN: 27137 Term: Spring 2022 Professor: Kristen di Gennaro Email: [email protected] Preferred contact method: email Course modality and meeting times: In person, Tuesdays and Thursday, 10:35-12:00. Following university guidelines, the first two weeks of class will be conducted remotely. Material for these two weeks will be posted on Classes. You will be expected to complete some course material asynchronously, at your own pace, and then meet with the class on Zoom for about 1 hour on Thursdays, during our scheduled class time starting at 10:35. Starting Week 3 (Tuesday, February 8th), we will meet in person twice a week. Location: 163 William Street, Room 1405. Student office hours: Tues. 2-2:45, Thurs., 2:45-3:45, and by appointment in person or via Zoom. Office location: Room 1520, 41 Park Row Email and Announcements will be sent to your Pace University email account. Course Description This course examines language variation within social contexts. We will look at various forms of language, including spoken, written, and online communication. This course satisfies AOK #2, AOK #5, and WEC requirements. As an AOK #2 course, we will focus on linguistic varieties from the United States and Western Europe. As an AOK #5 course, we will observe and analyze human, social, and natural phenomena. As a Writing-Enhanced (WE) course, this course includes substantive writing activities and opportunities for revision. Prerequisites: There are no prerequisites for this course. Course Credit: 3.0 Writing-Enhanced (WE) Course Statement: This class has been designated as writing-enhanced, a course in writing and revision are central to learning content and achieving course goals. Students will receive detailed written handouts for each writing assignment, specifying grading criteria and clearly setting forth expectations. Writing will be thought of as a process whereby students generate ideas, receive feedback, and then revise. Students will practice their writing through a combination of low stakes, informal writing and more formal assignments. Students will receive instructor-generated feedback for revision on at least one writing assignment prior to a second submission and subsequent grading. Final drafts will be evaluated based on evaluative criteria from a checklist or rubric. Key Questions The course content is motivated by the following key questions: • How do social aspects interact with the language we use? • How and why do we vary the way we speak and write? • Why do some of our attempts to communicate fail? 1 ENG 341: Language in Society • • • • • K. di Gennaro 1-24-22 What are speech acts and how can a speech act analysis inform our understanding of current social issues, such as the prevalence of microaggressions and street harassment? What are linguistic landscapes and what do they tell us about communities? What are terms of address and how do they reflect status in society? What are some methods for observing, documenting and analyzing interactions between language and society? How can this course inform our reactions to real-world issues? Course Learning Objectives / Outcomes Students who actively engage in the course content, complete the readings, and perform well on their assignments will be able to …. ➢ Observe and explain how language varies according to context ➢ Gather and analyze linguistic data ➢ Define and describe pragmatic features of language, both spoken and written ➢ Identify advantages and disadvantages of various research methods ➢ Connect course content to real-world contexts Course Requirements You will complete a variety of assignments in this course including weekly reading assignments, short writing tasks based on observations and analyses of language in use, a midterm quiz, a presentation of a course reading, and an empirical study to be presented as a poster and final paper. Grading Your final grade will be broken down as follows: Participation Observations/Analyses of language variation (3x) Lead discussion of a course reading with visual support Midterm quiz Project proposal/conference (RQs, data collection plan) Project poster Project paper Course wrap-up/self-assessment Total 10% 30% 10% 10% 10% 10% 15% 5% 100% Incompletes The grade of Incomplete will be assigned only when the course attendance requirement has been met but, for reasons satisfactory to the instructor, the granting of a final grade has been postponed because certain course assignments are outstanding. Incomplete assignments and grading must be completed with six weeks or the incomplete grade will be converted to an 'F." Incomplete grades should be avoided at all costs. Detailed Assignment Descriptions & Assessment Criteria Participation (10%) Class engagement and participation are essential in this course. Since critical interaction with the course content will take place primarily during class discussions, plan to be punctual, prepared, and present (both physically and mentally) for each class session. Students and the professor will share the floor as we all engage in active learning and teaching. 2 ENG 341: Language in Society K. di Gennaro 1-24-22 Observations / Analyses of linguistic variation (3 x 5% each = 30%) These three assignments are intended to raise your awareness of how language varies across social contexts in your everyday interactions (both spoken and written). The most challenging part of these assignments is also the simplest – before you can observe language features, you have to notice them. Since we generally focus on meaning more than form in our everyday interactions, we tend to overlook small variations in language form. Try to tune in to how something is said or written to notice a language sample that you can describe and contemplate in your assignment. NOTE: You will submit and share these three assignments on the Discussion Board for the rest of the class. As you read your classmates’ contributions, think about alternative perspectives and interpretations of their language data. When time permits, we will discuss some of your submissions and alternative perspectives together as a class. Grading Criteria The assignment ... ___ thoroughly describes a language sample (data) ___ provides sufficient info about the context in which the sample occurred (who, where, when) ___ attempts to critically analyze the language sample by proposing meanings beyond the obvious ___ relates the language sample to the content of our course (discussions of language in society and key concepts from the course) Lead discussion of a course reading (10%) One of the best ways to learn something thoroughly (and to show that we have learned it thoroughly) is by explaining it to someone else. To this end, you and a classmate will work together to prepare and lead a discussion of one of the course readings. In your discussion, you are expected to display a thorough understanding of the reading and provide the rest of the class with key content information about the reading and its connection to our course. These discussions should be informative but also interactive. In other words, in addition to identifying main ideas and examples from the readings, your discussion should make connections with other course material and include real-life applications that will engage the class in meaningful discussion. If possible, complement your discussion with a video or two related to the reading. The best discussions are thorough, well organized, and engaging. Feel free to be creative! NOTE: This assignment has four main purposes. Be sure to address these in your discussion: (1) to help your classmates understand a course reading that you studied in great detail; (2) to show me what you are learning in the course; (3) to examine the methods used in sociolinguistic research; and (4) to spark ideas for your own research projects. Grading Criteria The discussion of the reading … ___ included visual material for the class (e.g., Powerpoint slides, links, a handout, etc.) ___ was accurate and thorough (correctly interpreted the main points in the reading) ___ drew connections between the reading and other course material ___ included critical perspectives (considered strengths as well as limitations of the reading) ___ explained the research methods used in the research ___ proposed ideas for class projects ___ was engaging (provided opportunities for class discussion and involvement) ___ BONUS points: linked to a video or two related to the reading Midterm quiz (10%) A mid-term quiz will assess your understanding of the course readings and class discussions through a combination of question types including multiple-choice, matching, and short responses. 3 ENG 341: Language in Society K. di Gennaro 1-24-22 Course project The purpose of the course project is for you to engage in and reflect upon the process of conducting primary sociolinguistic research. Drawing on your observation and analysis assignments, class discussions, and course readings for inspiration, we will brainstorm relevant and manageable research topics. Working in pairs or small groups, you will develop research questions, select a method to investigate your questions, design study instruments, plan data collection procedures, conduct field work to collect data, organize your findings, and present your findings to the class and in a final written version. The course project will be completed in multiple stages with your research team sharing your progress along the way. Conference to discuss project proposal (10%) Meet with me during conference week to share your project topic, research questions, and plan for gathering and analyzing data. Project poster (10%) You will summarize your research in a poster format similar to those presented at academic conferences. You will present your poster to the class so that your classmates can provide feedback for you to consider when completing the paper version of the project. Grading Criteria The poster … ___ introduces the research topic / research questions ___ explains the methods used to conduct your research ___ summarizes your results and analysis ___ concludes with implications (for real-world connections or future research) Project paper (15%) Your paper will be a revised and longer version of your poster presentation. Grading Criteria The paper … ___ addresses a research topic relevant to language in society ___ includes an introduction that clearly lays out the project’s topic and its significance ___ briefly summarizes previous research on the topic (from the course readings or library research) ___ includes a methods section with a clear and thorough description of the data selection, collection, and type of analysis ___ presents the results thoroughly and clearly (in tables, charts, etc.) ___ includes a discussion section in which the results are meaningfully interpreted ___ mentions potential limitations of the study ___ concludes by reinforcing the relevance of the topic (including implications, recommendations, etc.) ___ includes a properly formatted list of references ___ is clearly written Course wrap-up/assessment (5%) This will be a very short task at the end of the semester. 4 ENG 341: Language in Society K. di Gennaro 1-24-22 Instructional Materials and Course Tools In place of a textbook, we will read a collection of articles and chapters from a variety of books and journals. Digital copies of the readings will be posted on Classes in the order you will read them for the course. Be sure to complete the readings accompanying each course module and before we are scheduled to discuss them in class. Fundamental concepts relevant to the course readings will be presented in Classes pages in the course modules. Our Learning Management System (LMS) is called Classes. To access our course, you will need to log in to Classes. 1. Go to classes.pace.edu 2. Enter your username and password 3. Click on the "Login" button Course Modules and Readings: Be sure to complete the readings before we are scheduled to discuss them in class. Readings in red are for student-led class discussions. Module 1 – Introduction to the course Course syllabus. Pre-course survey. Module 2 – Language variation and the birth of sociolinguistics – from regional to social variation. Labov, William. (2006). The social stratification of (r) in New York City department stores. In W. Labov, The social stratification of English in New York City, 2nd ed. (pp. 40-57). New York: Cambridge University Press. Mather, Patrick-André, (2011). The Social Stratification of /r/ in New York City: Labov’s department store study revisited. Journal of English Linguistics, 40(4), 338-356. (Replication of Labov’s study) Module 3 – Pragmatics, pragmatic features in spoken and written language, pragmatic failure; linguistic features and social judgments Economidou-Kogetsidis, Maria. (2011). ‘‘Please answer me as soon as possible’’: Pragmatic failure in non-native speakers’ e-mail requests to faculty. Journal of Pragmatics, 43, 3193-3215. Hyland, K. (1998). Boosting, hedging and the negotiation of academic knowledge. TEXT 18 (3) pp. 349- 382. Queen, R., & Boland J. E. (2015). I think your going to like me: Exploring the role of errors in email messages on assessments of potential housemates. Linguistics Vanguard, 1, 283-293. Module 4 – Speech acts: requests, refusals, compliments, responding to compliments, compliments vs. catcalls Placencia, M.E., A. Lower, and H. Powell. 2016. Complimenting behaviour on Facebook: Responding to compliments in American English. Pragmatics and Society, 7(3), 339–365. Davis, B. 2008. “Ah, excuse me … I like your shirt”: An examination of compliment responses across gender by Australians. Griffith Working Papers in Pragmatics and Intercultural Communication 1, (2), 76–87. https://studyres.com/doc/14480233/%E2%80%9Cah--excuse-me%E2%80%A6i-likeyour-shirt%E2%80%9D--an-examination-of-comp... Bailey, B. (2017). Greetings and compliments or street harassment? Competing evaluations of street remarks in a recorded collection. Discourse & Society, 28(4), 353–373 Optional: 5 ENG 341: Language in Society K. di Gennaro 1-24-22 Chen, R., and D. Yang. 2010. Responding to compliments in Chinese: Has it changed? Journal of Pragmatics, 42, (7), 1951–1963. di Gennaro, K., & Ristchel, C. (2019). Blurred lines: The relationship between catcalls and compliments. Women’s Studies International Forum, 75. Module 5 – More speech acts: apologies, self-praise; data collection methods Lutzky, U., & Kehoe, A. (2017). “Oops, I didn’t mean to be so flippant”. A corpus pragmatic analysis of apologies in blog data. Journal of Pragmatics, 116, 27-36. Dayter, D. (2018). Self-praise online and offline. Internet Pragmatics, 1(1), 184-203. Module 6 – Microaggressions; mansplaining; linguistic landscapes; additional data collection methods di Gennaro, K., & Brewer, M. (2019). Microaggressions as speech acts: Using pragmatics to define and develop a research agenda for microaggressions. Applied Ling. Review, 10(4), pp. 725-744. Abdelaziz, M. M. et al. (2021). Student stories: Microaggressions in Communication Sciences and Disorders. American Journal of Speech-Language Pathology, 30, 1990-2002. Johnson, C. R. (2020). Mansplaining and illocutionary force. Feminist Philosophy Quarterly, 6(4), Article 3. Trinch, S., & Snajdr, E. (2017). What the signs say: Gentrification and the disappearance of capitalism without distinction in Brooklyn. Journal of Sociolinguistics, 21(1), 64–89. Module 7 – Forms of address; finalize project topics; midterm quiz Kleinman, S., Copp, M., & Wilson, K. B. (2021). We’ve come a long way, guys! Rhetorics of resistance to the feminist critique of sexist language. Gender & Society, 35(1), 61-84. Saguy, A. C. & Williams, J. A. (2022). A little word that means a lot: A reassessment of singular they in a new era of gender politics. Gender & Society, 361), 5-31. Optional: Parkinson (2020). On the use of address terms guys and mate in an educational context. Journal of Pragmatics, 161(3), 81-94. Module 8 – Conferences: discuss progress on projects Module 9 – Data collection instruments. Share data collection instruments with the class. Gather data. Module 10 – Project models: posters, papers. Sections of a research project. Module 11 – Analyze results. Module 12 – Project posters. Module 13 – From poster to paper. Module 14 – Breathe. Module 15 – Course wrap-up and assessment. Additional readings may be added depending on the progression of the course. 6 ENG 341: Language in Society K. di Gennaro 1-24-22 Weekly schedule (subject to change if needed) Week Topics and Key Questions Assignments for this week Week 1 Tuesday 1/25 Tuesday will be asynchronous, remote learning. Thursday we’ll meet on Zoom. Module 1: Introduction to the course and classmates. What do you already know about the interaction of language and society? Complete the pre-course survey (link posted in Module 1). Key questions: What is this course about? What are the course goals and expectations? What are the major assignments and how will they be assessed? Where do I find the course readings? When and where does the class meet? What do I already know about the topics of the course (see survey)? What questions do I have about the course? What are some key terms I will learn about in this course? What are some real-world issues related to language in society? Read Module 1 and the syllabus carefully. Select articles for discussion leading – Email me your top 3 choices no later than Friday, January 28th.. If you already have a partner, be sure you both email me the same top 3 choices. If you don’t have a partner, I will pair you up with someone with similar choices. Introduce yourself to the class on the Discussion Board. Post questions (if any) about the syllabus or the course in general on Classes Discussion Board. Thursday 1/27 Class meets on Zoom at 10:35. Fill in schedule for leading article discussions. Week 2 Tuesday 2/1 (Lunar new year) No classes on Tuesday – Lunar New Year. Module 2: Language variation and the birth of sociolinguistics – from regional to social variation. Read (before class meeting) Labov (2006). Mather (2011). Post Observation & Analysis #1 on Key questions: Discussion Board by Friday, February What is language variation? What is inter4th individual vs. intra-individual variation? Can language variation be studied Finalize schedule for leading article systematically? discussions. What are social variables? What are linguistic variants? Who is William Labov and what is significant about his early research? What is a replication study and are replications valuable? What is the Observation & Analysis assignment? What should my submission look like? What counts as language to observe? 7 ENG 341: Language in Society K. di Gennaro 1-24-22 Thursday Class meets on Zoom at 10:35. 2/3 Week 3 Class meets in person Tuesday 2/8 Module 3 – Pragmatics, pragmatic features in spoken and written language, pragmatic failure; linguistic features and social judgments Discussion of Economidou-Kogetsidis article led by: _____________________________ Read (before class meetings) Economidou-Kogetsidis (2011). ‘‘Please answer me as soon as possible’’: Hyland (1998). Boosting, hedging and the negotiation of academic knowledge. Queen & Boland (2015). I think your going to like me: Exploring the role of errors in email messages on assessments of potential housemates. Share observation and analyses. Key questions: What is the study of pragmatics? What are pragmatic features – what do they do? What are some pragmatic features in spoken language? What are pragmatic features in written language? How do linguistic features affect social judgments? Thursday 2/10 Discussion of Hyland article led by: _____________________________ Discussion of Queen and Boland article led by: _____________________________ Week 4 Tuesday 2/15 Module 4 – Speech acts: requests, refusals, Read (before class meetings) compliments, responding to compliments, Placencia (2016). Complimenting compliments vs. catcalls behaviour on Facebook. Davis (2008). “Ah, excuse me … I like Discussion of Placencia article your shirt” led by: Bailey (2017). Greetings and compliments or street harassment? _____________________________ Optional Chen & Yang (2010). Responding to Key questions: compliments in Chinese. What are speech acts? What is useful about di Gennaro & Ritschel (2019). Blurred studying speech acts? What is locutionary, lines: The relationship between catcalls illocutionary, and perlocutionary force? What and compliments. types of topics could you research for your course project? 8 ENG 341: Language in Society Thursday 2/17 K. di Gennaro 1-24-22 Discussion of Davis article led by: _____________________________ Discussion of Bailey article led by: _____________________________ Week 5 Tuesday 2/22 Module 5 – More speech acts: apologies, Read (before class meetings) self-praise; data collection methods; course Lutzky & Kehoe (2017). “Oops, I didn’t project mean to be so flippant.” Dayter (2018). Self-praise online and Discussion of Lutzky & Kehoe article offline. led by: Form teams for course projects and _____________________________ brainstorm topics. Key questions: Post Observation & Analysis #2 on What additional speech acts can you think of? Discussion Board by Friday, February How could you gather data on speech acts? 24th How is a speech act model useful for analyzing data? What data collection methods have we seen so far? What are some advantages and disadvantages of each?. Thursday 2/24 Discussion of Dayter article led by: _____________________________ Week 6 Module 6 – Microaggressions; Tuesday 3/1 mansplaining; linguistic landscapes; additional data collection methods Discussion of di Gennaro & Brewer article led by: _____________________________ Discussion of Abdelaziz et al. article led by: _____________________________ Key questions: 9 Read (before class meetings) di Gennaro & Brewer (2019). Microaggressions as speech acts: Abdelaziz et al. (2021). Student stories: Microaggressions in Communication Sciences and Disorders. Johnson (2020). Mansplaining and illocutionary force. Trinch & Snajdr (2017). What the signs say: Gentrification and the disappearance of capitalism without distinction in Brooklyn. ENG 341: Language in Society K. di Gennaro 1-24-22 What are microaggressions and how do they relate to speech acts? What is mansplaining and how does it relate to our course? What are linguistic landscapes? What could you study using a linguistic landscape lens? Thursday 3/3 Discussion of Johnson article led by: Check in with research teams. Narrow down research topic and discuss potential data collection plans. _____________________________ List previous research related to your topic. Discussion of Trinch & Snajdr article led by: _____________________________ Week 7 Tuesday 3/8 Module 7 – Forms of address; finalize project topics; midterm quiz Discussion of Kleinman et al. article led by: _____________________________ Key questions: What are forms of address? What do observations about forms of address tell us about society? What additional research methods have we seen in the articles we’ve read so far? What additional types of topics could you research for your course project? Thursday 3/10 Discussion of Saguy & Williams article led by: Read (before class meetings) Kleinman et al. (2021). We’ve come a long way, guys! Saguy & Williams (2022). A little word that means a lot: A reassessment of singular they in a new era of gender politics. Optional Parkinson (2020). On the use of address terms guys and mate in an educational context Post Observation & Analysis #3 on Discussion Board by Friday, February March 9th Meet with research teams. Finalize topic and narrow down data collection method. _____________________________ Write paragraph explaining why your topic matters. Include examples of the language feature(s) you plan to study. Submit on Classes by the end of Thursday 3/10. 3/14-3/19 Spring Break Week 8 3/22 & 3/24 Module 8 – Conferences – discuss progress Prepare and bring data collection on projects instruments to conference. Meet with research teams. 10 Rest but don’t shut down. ENG 341: Language in Society K. di Gennaro 1-24-22 Week 9 3/29 & 3/31 Module 9 – Data collection instruments. Share data collection instruments with the class and modify as needed. Gather data. Finalize data collection instruments. Collect data. Write draft of methods section and be prepared to share with the class next week, Week 10 4/5 & 4/7 Module 10 – Project models: posters, papers. Sections of a research project. Note the sections and ordering of research posters and papers. Week 11 4/12 & 4/14 Module 11 – Analyze results Share analysis and results. Write up results section. Be prepared to share. Week 12 4/19 & 4/21 Module 12 – Project posters Share complete project with the class in the form of a poster. Write paragraph connecting your project to real-world issues. Week 13 4/26 & 4/28 Module 13 – From poster to paper. Convert poster presentation to an empirical research paper. Submit complete paper by the end of Friday, April 29th Week 14 5/3 only Module 14 – Breathe Thursday 5/5 Study Day – No class Week 15 5/10 & 5/20 Course wrap-up. University Policies and Resources Pace University Writing Center (NYC): The Pace University Writing Center, located at Y25 (around the corner from the main computer lab) in 1 Pace Plaza, offers one-on-one appointment-based sessions (in person or online) to writers free of charge. Students can bring writing from all disciplines and at all stages of the writing process, from outlines to completed drafts, as well as non-academic/personal works. Please note, though, that consultants will not edit any work. Rather, they will help students learn how to improve as writers. For more information about the Center, hours of operation or to make an appointment, please visit www.pace.edu/writingcenter. Questions? Please call 212-3461085 during regular business hours. Academic Integrity Students in this course are required to adhere to Pace University's Academic Integrity Code, which supports honesty and ethical conduct in the educational process. 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Accordingly, the University prohibits the following forms of Sex-Based Misconduct: sexual assault, sexual harassment, genderbased harassment, dating violence, domestic violence, sexual exploitation and stalking. Instructors are a non-confidential resource and have an obligation to report any information about sexual assault with the Executive Director of Institutional Equity and Title IX Coordinator – Bernard Dufresne, [email protected], 163 Williams Street, Room 1017, (212) 346-1310. The Title IX/Affirmative Action Office is responsible for investigating violations of the sexual misconduct policy. Go here for more information about the Pace University sexual misconduct policy. Members of the University community who believe that they have been subjected to Sex-Based Misconduct are encouraged to report such incidents to the University and, where applicable, to local law enforcement. 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