English 4-545.001: History of the English Language
Fall 2008
T/R 12:00-1:45 Mitchell Hall 217
Office: Humanities Bldg. #315 Contact Prof. Beene
Office hours:
T 10:30-11:30 in HB 315
R 10:00-11:00 in HB 223
and by appointment
Office phone # 277-5311
Home page: www.unm.edu/~ldbeene
Course assignments: www.unm.edu/~ldbeene/445readings.htm

Obviously, this schedule of readings and assignments is tentative and incomplete. When updated, the schedule will display the date on the bottom left of your computer screen, next to the logo for the web program you're using.

NOTE: After lectures, I'll post any PowerPoint presentations, maps, handouts, etc. at E-Reserves. The password is alfred.
COURSE DESCRIPTION:
'English' refers to a family of languages and dialects the most widely spoken of which is standard American English, and which have a common origin in England--though not all varieties of English, either, are mutually intelligible. The versions of English used by educated speakers practically anywhere can be understood by most Americans, but pidgins, creoles, and diverse dialects belong to the same family, and these are not always so generally intelligible.--Barbara Wallraff, Atlantic Monthly

This course surveys language dynamics and moves to a study of the history of English; that is, an analysis of the succession of gradual changes over the years that have brought about the great differences between contemporary American English and that of King Alfred. Because political, cultural, and social events have shaped many of the changes in the language, the course pays equal attention to linguistic and historical dynamics. Additionally, this course raises some of the problems that one meets in the study of language and encourages students to propose critical, evaluative responses to these issues.
 
COURSE OBJECTIVES: Students completing this course will be able to
  1. Describe the nature of language
  2. Compare England before and after the Germanic invasions
  3. Differentiate between Old and Middle English
  4. Differentiate between Middle and Modern English
  5. Describe morphological and syntactic changes in English
  6. Articulate the socio-cultural significance of the rise of standardization in English
  7. Define and describe varieties of present day English as descendants of earlier ancestors.
  8. Explain the characteristics of the English language during the various stages of its development, including the cultural and linguistic forces that shape English.
  9. Engage in a clear, rational, and desirable manner of thinking about language, language change, and standardization.
COURSE PREREQUISITES:
Undergraduate students: successful completion of English 102 (or its equivalent). An introductory course in either grammar or linguistics or background in grammatical terminology will really help you understand the materials.
Graduate students: graduate standing, an introductory course in either traditional grammar or linguistics, and a course in English/American literature or history of an era prior to 1850.
 

REQUIRED TEXTBOOKS

  • Seth Lerer, Inventing English: A Portable History of the Language (NYC: Columbia UP, 2007).
  • Algeo, John & Carmen Acedvedo Butcher, Problems in the Origins and Development of the English Language, 5th ed (Boston, MA: Thomson/Wadsworth, 2005).
  • Heaney, Seamus. Beowulf A Verse Translation (New York: W.W. Norton, 2001).
  • Crystal, David. The Fight for English: How language pundits ate, shot, and left. (New York: Oxford University Press, 2007).
  • Readings found at E-Reserves: Password: alfred
  • Further readings linked on readings/assignments page (in red).

STRONGLY RECOMMENDED TEXTBOOKS

  • Crystal, David. Cambridge Encyclopedia of the English Language. 2nd ed. New York: Cambridge University Press, 2003.
  • Scharton, Maurice and Janice Neuleib. Things Your Grammar Never Told You. 2nd ed. New York: Longman, 2001.
COURSE REQUIREMENTS
ASSIGNMENTS--All Students:
  • Class participation:
    • Numerous in-class assignments taken from Problems textbook. Due dates are noted on readings/assignments schedule.
  • Mid-term examination: March 13th
  • Investigative report on a word that I'll assign you. Trace the word's history through dictionary materials, references, literary works. Include information about any dialect variations, colloquial or jargon uses, changes in status (formal to informal? acceptable to taboo?). In short, prepare a history of one word complete with bibliography of works cited and submitted in MLA format. Approximate length: 5-10 pages. DUE: April 17th
  • Final Examination: May 15th, in Mitchell 217 from 10:00-12:00

ASSIGNMENTS--Graduate Students:

  • Class presentation on Beowulf. For the week that the class reads and analyzes Heaney's Beowulf: A Verse Translation, you will be in charge. That means you will need to
    • meet with your peers long before the class discussion time,
    • determine the relevant topics undergraduate students need to know about this poem and this translation,
    • present this information in format(s) you determine appropriate during the two class periods, and
    • determine and administer an appropriate evaluation tool to all students.
  • Term essay: I'll assign you a grammatical element for your investigation. Using texts in their original form, dictionary information, and any other research material you choose, trace the use/change of this grammatical structure. In your response, try to determine/argue why individuals in your discipline need to know about this dialect and its potential impact. With citations from the texts, the evaluation should be a minimum of 6-12 pages. DUE: May 1.

Grading Criteria:

A = 93-100%;
A- = 90-92%)

 Excellent.
On examinations and projects, an "A" means you show a superior grasp of course materials and are able to write about these works in a manner that shows excellence in organization, integration, and expression. "A" level assignments also show significant insight or creative thinking about the topic being covered.
An "A" for the course means you have done exceptional work beyond the minimum stated requirements in ALL areas that are evaluated: exams, quizzes, reports, attendance, and participation.
B+ = 87-89%;
B = 83-86%;
B- = 80-82%
Very good.
On examinations and projects, a "B" grade means you show an above-average grasp of course materials, as well as good organization, integration and expression in written work (i.e., a clear thesis, good development of the thesis, and writing that meets acceptable standards of grammar, spelling, and style).
A "B" for the course means you have either done better-than-average work in all areas that are evaluated or done outstanding work in most areas but not in others.
C+ = 77-79%;
C = 73-76%;
C- = 70-72%
 Acceptable average work.
On examinations and projects, a "C" level means you show an adequate grasp of course materials as put forth in class discussions and auxiliar readings but are deficient in terms of organization, expression, and/or integration. "C" essays repeat materials that were covered in class and address an issue directly but not fully. "C" level assignments also show that your wook meets the minimal standards for good college-level writing: a clear thesis, good development of the thesis, and writing that meets acceptable standards of grammar, spelling, and style.
A "C" for the course means you have done the minimum work required of every student. It means that the you have done adequate work overall.
D+ = 67-69%;
D = 63-66%;
D- = 60-62%;
F = 0-59%.
Marginal.
On examinations and projects, a "D" level means you show a barely acceptable grasp of course materials and your written projects are poorly organized and expressed, lacking any real integration. "D" level essays are seriously deficient in more than one of the areas that define good college writing: clear thesis; good organization; proper grammar, spelling, and style.
A "D" for the course means that you have done barely adequate work in most or all areas of course evaluation. Students who get Ds and Fs often have major problems with class attendance and the completion of assignments.