Linguistics Assignment 2 Page Finish In 6 Hours
Syntactic Structures LING111 - UCSC Department of Linguistics - Spring 2019
Course Staff Matt Wagers, mwagers@ucsc.edu Instructor Richard Bibbs, rbibbs@ucsc.edu Teaching Assistant
Kelsey Sasaki, kmsasaki@ucsc.edu Teaching Assistant
Lecture MWF, 4:00 - 5:05pm Stevenson 175 Sections ⚠ Required. Begin meeting in Week 1. Cowell 216 Thursday Friday A (RB): 3:20 - 4:25pm C (KS): 8:00 - 9:05am B (KS): 1:30 - 2:35pm D (RB): 9:20 - 10:25am
Office Hours Tu 1:00 - 2:00pm RB Stevenson 269 W 11:30am - 12:30pm KS Stevenson 269
Th 2 - 3:30pm MW Stevenson 231
Course Goals This course is an introduction to syntax and to the theory of syntax known as generative grammar. Generative grammar is a formal theory of grammar whose goal is to explain what constitutes the human capacity to learn and use language. It is thus fundamentally a theory of (part of) the mind. This approach, initiated by the linguist Noam Chomsky, has not only significantly affected the field of linguistics, but all disciplines touching cognitive science (psychology, philosophy, computer science, etc.)
This course is most basically about how languages are systematically alike in their basic sentence structure and the ways in which they are systematically different. Our approach in the course will to be to build up a partial formal theory of sentence structure -- i.e., a grammar -- which attempts to model what a native speaker knows about their language (though not necessarily consciously). We will consider data from not only English but a number of other languages.
This course achieves its goals through lecture and through discussion of the weekly homework assignments, which directly involve the student in analysis of linguistic data; and in the construction and testing of syntactic theories.
There is no reading in this course and no textbook. The work for the course consists of written assignments, in-class quizzes, and an in-class final.
- � -1
Web Site and Communication This course has a Canvas web site, and it will be our primary line of communication with you. Make sure you’re receiving Announcement notifications. Please use its Messaging feature to write to course staff.
Requirements and Evaluation You will be evaluated by the criteria below. The numbers in parentheses indicate the weighting each component has on your grade. Assignments and the exam are obligatory. You must complete each assignment and take the final exam to pass the course. 1. (10%) ATTENDANCE AND PARTICIPATION in class and section. Come to class
every time and participate in a serious way. Almost everything interesting or important in this course happens in the collaborative exchange among instructors and students. If you are unable to attend section, please let the section leader know in advance. We will not take formal attendance in lecture after Week 1, but there will be occasional quizzes.
2. (65%) ASSIGNMENTS. There will be one assignment approximately each week (for 8 in total); they are obligatory. Homework is due at the beginning of class on the due date, and you must hand it in in class. Late homework is not accepted except by pre-arrangement and with good reason. All homework will be posted on Canvas.
3. (10%) QUIZZES. There will be occasional, announced quizzes during lecture. 4. (15%) EXAM. You must take the final exam. This will occur in class on Tuesday,
June 11, 7:30—10:30pm.
You will receive evaluative adjectives, as well as commentary, on your homework assignments. These correspond to grades as follows: Excellent ....................... A Very Good ....................... B+ Good ....................... B Fairly good ....................... B- to C+ Fair, satisfactory, pass, ok .. C Weak ....................... D Unsatisfactory ..................... F Students taking this course P/NP must do C level work in order to receive a Pass.
Writing Guidelines The requirements for acceptable assignments below are stringent, but they reflect a simple principle: preparing a neat and thoughtfully presented assignment not only helps us give you a fair evaluation but it also allows us to spend our time thinking about your argument and providing guidance to help you master the course material.
- � -2
1. Solutions to homework assignments should be presented in coherent prose: groups of complete sentences that lay out your thinking clearly, explicitly and in an organized fashion.
2. Submit professional work. Your prepared assignments should contain no spelling errors or mistakes in grammar and punctuation. If you are unsure about your skills, please consult a writing tutor.
3. Handwritten work is acceptable if it is legible and neat. If you have a few mistakes, you may be able to cross them out neatly. But if the work becomes messy, you should copy it over.
-- To meet guidelines 1-3, you may need to do at least one or two drafts -- 4. If your homework extends over several pages, and it usually will, please staple the
pages together. Do not bend the corners over! Homework will be divided after each class between several readers, and homework that is not stapled is likely to get separated. Make sure pages from spiral-bound notebooks have neat edges.
5. Underline or italicize words you are talking about. As in, “The word likely has two syllables.”
6. Leave generous margins. This gives us room to write commentary and guidance on your word.
7. If you make use of someone else’s ideas or observations, give them explicit (i.e. by name) in your solution. If you have worked with other people on a homework assignment, please list their names on the top of the first page of your homework.
-- Work that does not meet these guidelines can be rejected --
Responsibilities and Support
Consult with the course personnel We want you to feel very welcome to consult with the instructor and TAs at any juncture. If you get into difficulty or feel confused, it is entirely appropriate to seek help. We hope you won’t hesitate to do so. Please join us in Office Hours, as listed on page 1. We like meeting you one-on- one, and are always happy to talk about any issues raised by course material — even if it’s just to satisfy your curiosity. And I (=MW) can guarantee you, from years of experience, that students who come to office hours feel more a part of the course, learn more and improve their course performance. Feel free to come by without a specific question and just introduce yourself.
Coursework and academic integrity Students are encouraged to form study groups and to discuss the homework assignments within those groups. However, each student must write up all assignments on their own. - Copying or paraphrasing any portion of another student’s work constitutes a violation
of academic integrity.
- � -3
- No student may have access to any other student’s written work while writing up their own assignment.
- No work which violates academic integrity can count in fulfillment of course requirements.
The Academic Integrity web site contains the policies and procedures that bind us both if the instructor has evidence of academic dishonesty: https://ue.ucsc.edu/academic- misconduct.html.
DRC Accommodations UC Santa Cruz is committed to creating an academic environment that supports its diverse student body. If you are a student with a disability who requires accommodations to achieve equal access in this course, please submit your Academic Access Letter from the Disability Resource Center (DRC) to me privately during my office hours or by appointment, as soon as possible in the academic quarter, preferably within 1 week. (You are also welcome to give it to me after lecture, but I cannot guarantee your privacy this way.) I also encourage you to discuss with me ways we can ensure your full participation in this course. I encourage all students who may benefit to learn about the DRC and the UCSC accommodation process. You can visit the DRC website at drc.ucsc.edu. You can make an appointment and meet in-person with a DRC staff member. The phone number is 831-459-2089, or email drc@ucsc.edu.
Tutoring You have the opportunity for free, additional tutoring to help you master the material for this course. This resource is available through Learning Support Services (https:// lss.ucsc.edu/programs/supported-classes/index.html). All UCSC undergraduate students are eligible for 2 hours of tutoring per week. Students may sign-up for tutoring at the Slug Success online sign up system (https:// sserc.ucsc.edu/slug-success).
Slug Support College can be a challenging time for students and during times of stress it is not always easy find the help you need. The UCSC Slug Support Program was created to promote early intervention with students of concern to prevent culminating problems from escalating into a crisis. The goal of the Slug Support Program is to identify students of concern and develop an action plan focusing on retention through provision of support and resources. UCSC's Slug Support Program is a two-part, comprised of both an individual Slug Support Coordinator and the Slug Support Team. While the Slug Support Program does not provide counseling directly to students, we work very closely with Counseling and Psychological Services to get students the emotional and psychological support they need. Referrals to the Slug Support Program can be made both by the student and/or someone in the UCSC campus community. If you are student or know a student who is
- � -4
need of support and/or resources, you can start by navigating to the referral page for instructions on making a referral for our services. This site has been established to make the UCSC Slug Support Program and available resources more accessible to students, faculty, staff and community members. If you have questions or would like more information on the Slug Support Program, please contact the Dean of Students Office at 831-459-4446 or you may send an email to deanofstudents@ucsc.edu.
Title IX The UC Policy on Sexual Violence and Sexual Harassment designates faculty and student employees, including Teaching Assistants, Readers, Tutors, etc., as “responsible employees” who are required to notify the Title IX Officer of any reports of incidents of sexual harassment and sexual violence (sexual assault, domestic and dating violence, stalking, etc.) involving students. Academic freedom exceptions exist for disclosures made within a class discussion or assignment related to course content; under those conditions only, a report to the Title IX Officer is not required. The Campus Advocacy Resources and Education (CARE) Office (831) 502-2273, care@ucsc.edu can provide confidential support, resources, and assist with academic accommodations. To make a Title IX report, please contact the Title IX Officer at (831) 459-2462, or use this online reporting link.
Undocumented Students The UC system is committed to providing undocumented students with a safe and supportive learning environment. To learn about the resources available to undocumented students at UCSC, see https://eop.ucsc.edu/undocumented_student_services/index.html and http:// undoc.universityofcalifornia.edu/, or contact Valeria Chavez-Ayala, the UCSC Undocumented Student Services Coordinator (vchaveza@ucsc.edu, 831-459-2296). Students at immediate risk of deportation should contact Anna Campos (alcampos@ucsc.edu, 831-459-3048), or Pablo Reguerin (831-428-2839).
Unauthorized Sale of Notes The unauthorized sale of lecture notes, handouts, readers or other course materials, is a violation of campus policies (Student Judicial Handbook, sections 102.17 and 102.018). Students may be disciplined for selling, preparing, or distributing course lecture notes for any commercial purpose, whether or not the student took the notes themself. Judicial action for violating campus policies may include disciplinary probation, suspension, or dismissal, which may have serious effects on your academic careers. The sale of classroom notes is also a violation of state law (Cal. Educ. Code, section 66450) and may be associated with civil penalties of up to $25,000 depending on the number of offenses. It may also constitute copyright infringement subject to legal action.
- � -5
There is a (non-commercial) note taker program affiliated with the DRC. The DRC hires note takers for eligible students with disabilities who need notes for a specific class. See the DRC website for more information.
The wrong approach A better approach1 2
http://hyperboleandahalf.blogspot.com/2010/11/dogs-dont-understand-basic-concepts.html1
http://hyperboleandahalf.blogspot.com/2010/06/this-is-why-ill-never-be-adult.html2
- � -6
AN IMPORTANT NOTE ON COURSE ETHOS Linguistics is a collaborative, scientific discipline. In this course, you will learn how to form and challenge hypotheses, how to construct and support a theory, and how to present arguments in clear prose. To achieve these goals, it is important that we embrace the value of open, collaborative and respectful exchange among all course participants. You should feel welcome and unafraid to contribute candidly to class discussions. It is ideas we are evaluating, not individuals. As an important facet of this atmosphere, it is important that all course participants -- students and instructional staff alike -- prepare thoughtfully for their interactions with other another. This includes meetings in lecture, section, office hours; in written work, whether it be student assignments, staff evaluations of student work, or in messages. If you have any question or concerns about the above, at any time during the course, please do not hesitate to consult the instructor.