...------------------------------------------------- Professor: Dr. Vicky Newman ------------------------------------------------- Email: vicky.newman@utah.edu ------------------------------------------------- Honors Center 140 ------------------------------------------------- Office hours: By appointment, Honors Center CLASS TEXTS Required: Ballenger, Bruce. The Curious Researcher (7th Edition) Williams, Joseph. Style: Lessons in Clarity and Grace (9th Edition) A portfolio. This should be a notebook with rings and paper you can move work in and out. Additional required assigned readings (on line or on E-reserve) This class is designed to introduce you to and allow you to develop and practice techniques and skills of writing. You’ll learn to develop ideas and clarify ideas, formulate questions and research them rigorously, and draft and revise until your writing reflects university level work. You will be asked to write in several different genres and conduct research in order to provide evidence and support for your work. In addition, and not least, you will work to create an engaging and credible authorial voice. REQUIREMENTS Active Class Participation: Attendance is mandatory. A writing class is a class designed around participation. You need to be prepared, having read and written what is required for the day, and you need to be engaged in discussing, creating, and revising. If you are absent or tardy you are not participating. You are expected to participate actively...
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... Alexander, L. G. (1988) Longman English grammar, London: Longman. Alexiadou, A.; Haegeman, L. and Stavrou, M. (2007). Noun Phrase in The Generative Perspective, Berlin: Mouton de Gruyter. Algeo, J. (1971). "The voguish uses of non". American Speech. 46, 87-105. Allerton, D. J. (2002). Stretched Verb Constructions in English, London and New York: Routledge. Anderson, S. R. (1992). A-Morphous morphology, Cambridge: Cambridge University Press. Anderwald, L. (2004). The Varieties of English Spoken in The Southeast of England: Morphology and Syntax, In: Kortmann, B.; Burridge, K.; Mesthrie, R.; Schnieder, E. W. and Upton, C. (2004). A Handbook of Varieties of English: A Multimedia Reference Tool, Berlin: Mouton de Gruyter. Andrews, E. (1986). "A synchronic semantic analysis of de- and un- in American English", American Speech 61, 221–232. Aremo, B. (2005). " Nouns Illustrating Adjective-Noun Conversion in English", Asian EFL Journal 7 (1) 1-12. Aronoff, M. (1976) Word formation in generative grammar, Cambridge: (Mass.): MIT Press. Aronoff, M. and Fudeman, K. (2011) What is morphology?, Chichester, West Sussex, U.K.: Wiley-Blackwell. Attarde, I. P. (2007). Encyclopedic Graded Grammar, Part1. www.lulu.com Aziz, Y. Y. (1989). A Contrastive Grammar of English and Arabic, Mosul: Mosul University Press. Bache, C. and Davidsen-Nielsen, N. (1997). Mastering English: an advanced grammar for non-native and native speakers, Berlin:...
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...of all time, since I have always had issues with writing due to things like grammar errors and fragment sentences. Thus, it is never easy for me to form a five-paragraph essay that would constricted my ideas for so long, and yet would cost me more than a week to write. However, during this semester, I have learned multiple things in English composition 1304. I have learned how to think outside of the box on every assignment I wrote. I have become a better writer, at least in my mind. The different writing assignments in this class were very unique and were helpful to me using research which includes how to use appropriate MLA formatting, and how to find and properly use different sources. Also,...
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...Linguistics Introduction the scientific study of language. The word was first used in the middle of the 19th century to emphasize the difference between a newer approach to the study of language that was then developing and the more traditional approach of philology. The differences were and are largely matters of attitude, emphasis, and purpose. The philologist is concerned primarily with the historical development of languages as it is manifest in written texts and in the context of the associated literature and culture. The linguist, though he may be interested in written texts and in the development of languages through time, tends to give priority to spoken languages and to the problems of analyzing them as they operate at a given point in time. The field of linguistics may be divided in terms of three dichotomies: synchronic versus diachronic, theoretical versus applied, microlinguistics versus macrolinguistics. A synchronic description of a language describes the language as it is at a given time; a diachronic description is concerned with the historical development of the language and the structural changes that have taken place in it. The goal of theoretical linguistics is the construction of a general theory of the structure of language or of a general theoretical framework for the description of languages; the aim of applied linguistics is the application of the findings and techniques of the scientific study of language to practical tasks, especially to the elaboration...
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...and translation studies. With its largely descriptive focus contrastive linguistics provides an interface between theory and application. It makes use of theoretical findings and models of language description but is driven by the objective of applicability (Gast, n.d). This research is an attempt to reveal the verb phrase structures of the two languages; Kagan Language of Kalagan people in Davao City and Minanubo Language in Agusan. Toyibatun (2011) stated that in English is a verb or a word used to say something about some person, place or thing (Wren & Martin, 1995:3) example: The girl wrote a letter to her cousin. Some verbs consist of one of more than one word. Even so, these verbs are still simple predicate of a sentence. When a verb is made up of more than one word, it is called a verb phrase (John, 1982:15). Kalagan Language belongs to the Malayo-Polynesian group of languages and is part of Davawenyo family. Older Kalagan speakers, for instance, continue to use their native language, especially those who do not interact with the Bisaya (Ethnologue, 17th ed.). There are 70, 000 (2002 census) Kalagan speakers and 7,000 monoliguals. The main aim of this paper is not to describe the grammar of one language but it is an attempt to set up a rule based on contrastive analysis of the two languages. This is to reveal the verb phrase (VP) structures of Kalagan Language...
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...their days in the womb, where they learned to recognise the speech patterns, tunes and tones of the languages used in their home contexts. Language theory research informs us that young children's language development is influenced by many factors, including having sensitive adults and older children around them who will listen and attend to their expressions and who will use and model appropriate language themselves. This has been called 'Motherese' by researchers led by Cathy Snow. Children's babbling during their first year includes the sounds of every world language and 'crib talk' demonstrates their intense interest in the sounds they hear around them. Although children with a hearing loss will stop babbling, if they grow up in a home with parents who can sign, they will follow the same patterns of development using their first language - signing - and will sign their first word at around the same age that hearing children speak theirs. Between two and three years of age most children will be able to use language to influence the people closest to them, indicating the links with brain development and their growing ability to 'mind read' (this means they are beginning to understand the minds of their parents, sisters and brothers and try to manipulate them through persuasion, mock tears, teasing and so on). Research shows that, in general, boys acquire...
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...notations in the areas of phonetics, phonology, and morphology. His major work, Astadhyayi contained basic rules and definitions that described Sanskrit grammar. Sanskrit itself was not exposed to the linguistic world until the 16th century as according to Rocher (2014), the first recorded comment known regarding...
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...Review of “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force Stephen Krashen University of Southern California Kellie Rolstad Arizona State University Jeff MacSwan Arizona State University The “Research Summary and Bibliography for Structured English Immersion Programs” of the Arizona English Language Learners Task Force purports to present a scholarly and balanced review of current scientific knowledge regarding effective programs for English Language Learners (ELLs) in general and Structured English Immersion (SEI) in particular. However, we find that the review neglects to reference significant research bearing on the questions raised, and frequently draws inappropriate conclusions from the research presented. Perhaps most disappointing is the tendency in the review to neglect important conceptual distinctions which could have usefully guided the research summary. Below we address each area of literature review in turn, pointing out significant limitations and incorrect interpretations as they arise. 1. What is the current state of scientific research in the area of effective instruction for English Learners? The review cites references to make the point that there are relatively few high quality studies regarding program effectiveness for English Language Learners, with estimates ranging from five (Gersten & Baker, 2000) to fifty (Genesee, Lindholm-Leary, Saunders...
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...linguistics lɪŋgwɪstɪks/ noun 1. 1. the scientific study of language and its structure, including the study of grammar, syntax, and phonetics. Specific branches of linguistics include sociolinguistics, dialectology, psycholinguistics, computational linguistics, comparative linguistics, and structural linguistics. Discourse[edit] A discourse is a way of speaking that emerges within a certain social setting and is based on a certain subject matter. A particular discourse becomes a language variety when it is used in this way for a particular purpose, and is referred to as a register.[25] There may be certain lexical additions (new words) that are brought into play because of the expertise of the community of people within a certain domain of specialisation. Registers and discourses therefore differentiate themselves through the use of vocabulary, and at times through the use of style too. People in the medical fraternity, for example, may use some medical terminology in their communication that is specialised to the field of medicine. This is often referred to as being part of the "medical discourse", and so on. Dialect[edit] A dialect is a variety of language that is characteristic of a particular group among the language speakers.[26] The group of people who are the speakers of a dialect are usually bound to each other by social identity. This is what differentiates a dialect from a register or adiscourse, where in the latter case, cultural identity does not always...
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...A Harvard university psychologist Ellen langer argues that we are mostly unaware of the assumptions that underlie our thinking and behaviour.as a result our behaviour for most part is largely automatic. We tend to react to situations unthinkingly; it is as if our behaviour is mindless. She suggests 3 manifestations of mindlessness: 1) we tend to get trapped by the categories we create. When we construct a mental model of the world around us, we create categories and make distinctions b/w them. 2) as the experiment above indicates, automatic behaviour is another reflection of mindlessness. Habit or any repetitive behaviour is more likely to lead to mindlessness. 3) actions from a single perspective is a reflection of mindlessness. What are the roots of mindlessness? 1- whenever we perform any task repeatedly, we become expert at it. In psychological terms we overlearn the task. 2- we tend to form a mindset when we first encounter something. Subsequently we have a tendency to cling to it when we reencounter the same thing. Langer calls this premature cognitive commitment. 3- when we believe that the resources we require are limited, we are more likely to be trapped by the categories that we create. 4- we may think of time as a linear entity when in fact under some conditions it may make more sense to think of it as a cyclical entity. 5- both in education and at work we tend to be outcome oriented. We are focused on results rather than the processfor achieving...
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...Deep Learning more at http://ml.memect.com Contents 1 Artificial neural network 1 1.1 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1.2 History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1.2.1 Improvements since 2006 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.3.1 Network function . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.3.2 Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.3.3 Learning paradigms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1.3.4 Learning algorithms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1.4 Employing artificial neural networks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1.5 Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 1.5.1 Real-life applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 1.5.2 Neural networks and neuroscience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 1.6 Neural network software ...
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...Abstract The demand for increasing the number of students to pass the pre-diploma programmes has boost up the need for active and motivating learning tools. To rouse the number of passing grades, various programs and series of lectures were conducted for pre-science students at UiTM Negeri Sembilan. However, none of the activities is in form of games. FunTaskSticks is a game that has been modified from the original Pick-Up Sticks and repurposed into instructional lesson as part of learning exercises to support students learning activities in informal educational settings. Therefore, in this study it attempts to investigate how FunTaskSticks could engage the learning process of Physics and Biology and assist them to improve their fundamental grammar of English language by using the terms and terminologies that they have learned in classes and from the game. There were 24 pre-diploma students who participated in this study. The finding revealed that FunTaskSticks is not only educating the students cognitively, but also affectively. Students learn to acknowledge, criticized and praise each other which has increased their motivation level and also their self-esteem. The usage of English language and their conceptual understanding towards Physics and Biology has increased throughout the games. They can easily memorize and spell the terms and terminologies of Physics and Biology. Keywords: board games, learning tools, science education, physics, biology, motivational games ...
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...Declaration I - Ngo Thi Thu Hien, hereby state that, this thesis is the result of my own research and the substance of the thesis has not, wholly or in part, been submitted for any degrees to another universities or institutions Signature:…………………………… Date : August, 2007 Abstract This paper focuses on English and Vietnamese negative questions in term of structures and word using. The author wishes only to concentrate on four types of negative questions: negative Yes/ No question, negative Tag- question, negative Wh- question, negative alternative question. The thesis is divided into three parts, the main content is presented in part two. The similarities and differences between English and Vietnamese negative questions have been analysed and pointed out. With an ambition to help teachers and learners have a clear understanding about the English and Vietnamese negative questions, the author also drawn out a survey questionnaire to find out the common mistakes made by Vietnamese students. And then the author has managed to suggest some ways to correct common those mistakes. Suggested exercises are also offered to help learners to practice and avoid committing mistakes. The thesis mainly focuses on the structures of four types of negative questions in English and Vietnamese, the negative words that are used in negative questions are also considered. However, the pragmatic and semantic features have been initially investigated;...
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...these procedures: If requested by your instructor, please include an assignment cover sheet. This will become the first page of your assignment. In addition, your assignment header should include your last name, first initial, course code, dash, and assignment number. This should be left justified, with the page number right justified. For example: |DoeJXXX0000-1 1 | Save a copy of your assignments: You may need to re-submit an assignment at your instructor’s request. Make sure you save your files in accessible location. Academic integrity: All work submitted in each course must be your own original work. This includes all assignments, exams, term papers, and other projects required by your instructor. Knowingly submitting another person’s work as your own, without properly citing the source of the work, is considered plagiarism. This will result in an unsatisfactory grade for the work submitted or for the entire course. It may also result in academic dismissal from the University. | | | |ESL7001-8 |Dr. Anthony Pellegrini | | | | |Instructional...
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...MINISTRY OF EDUCATION, SCIENCE, YOUTH AND SPORT OF UKRAINE IVAN FRANKO NATIONAL UNIVERSITY OF LVIV THE FACULTY OF FOREIGN LANGUAGES LINGUISTIC MEANS OF POTRAYING MAIN CHARACTERS IN “THE CANTERBURY TALES” BY GEOFFREY CHAUCER COURSE PAPER PRESENTED BY LILIA YAREMA a fourth year student of the English department SUPERVISED BY SPODARYK O. V. an assistant professor of the English department LVIV 2012 TABLE OF CONTENTS INTRODUCTION…………………………………………………………… 3-4 CHAPTER I. THEORETICAL ISSUES IN LINGUISTIC ANALYSIS…… 5-16 1.1 Linguistic analysis……………………………………………… 5-8 1.2 Discourse and Text analyses….…………….………………….. 9-11 1.3 Stylistic analysis ………………………………………………… 12-16 CHAPTER II. LINGUISTIC ANALYSIS OF CHAUCER’S CHARACTERS 17-28 2.1 “The Wife of Bath’s Tale” ……………………………………… 18-22 2.2 “The Pardoner’s Tale” ………………………………………….. 23-28 CONCLUSION………………………………………………………………. 29-30 REFERENCES...… ………………………………………………………….. 31-32 INTRODUCTION The theme of the course paper is “Linguistic means of portraying main characters in “The Canterbury tales” by Geoffrey Chaucer”. This paper intends to make an analysis of the language in the collection of stories “The Canterbury Tales”, written by Geoffrey Chaucer at the end of 14th century. We will analyze the language used to describe characters. It was based on the idea that every choice made by the author of a sentence is meaningful. Therefore, once we understand the choices...
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