Viewing: ENG 326 : History of the English Language

Last approved: Wed, 19 Sep 2018 08:00:33 GMT

Last edit: Tue, 18 Sep 2018 20:08:09 GMT

Changes proposed by: jswarts
Catalog Pages referencing this course
Change Type
Major
ENG (English)
326
008557
Dual-Level Course
Cross-listed Course
No
History of the English Language
History of English Language
College of Humanities and Social Sciences
English (16ENG)
23.0101
English Language and Literature, General.
Term Offering
Spring Only
Offered Every Year
Spring 2019
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Letter Grade Only
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3
Course Attribute(s)
GEP (Gen Ed)

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Erik R. Thomas
Professor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture3535NoI am willing to offer multiple sections if we are lucky enough to have sufficient demand.
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
P: ENG 101

Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
16ENGLBALanguage, Writing, and RhetoricElective
Development of the English language from its Indo-European origins to the present. Emphasis on historical and comparative linguistic methodology and on changes in sound, syntax, and meaning.

We would like the course approved for GEP Humanities and Global Knowledge in order to increase potential enrollment. 


No

Is this a GEP Course?
Yes
GEP Categories
Global Knowledge
Humanities
Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 
Identify and evaluate how cultural developments have affected the English language in multiple time periods.
 
 
Homework assignments, quizzes, and tests, as well as the term paper project.

Example quiz question:
One likely reason for the decline of the Linearbandkeramik culture was that:
a. the climate entered a cooler phase that made farming harder
b. there were incursions of outsiders with iron weapons
c. an outbreak of disease devastated cattle herds throughout Europe
d. supplies of clay for pottery were overexploited
 
 
Evaluate and interpret primary sources and other kinds of evidence to account for changes in the English language.
 
 
Homework exercises from the workbook that accompanies the textbook, and later are asked questions related to it on quizzes and tests.

Example test prompt: Examine the following quotations [students are given excerpts from Bede's Ecclesiastical History of the English People, from the writings of Gildas, and from the Anglo-Saxon Chronicle], develop a plausible account of how the Anglo-Saxon invasion of Britain unfolded. Note both the contradictions in the excerpts and the commonalities in them. Also take into account the dates when each one was written and the possibility that later commentators may have derived some information from earlier commentators.
 
 
Formulate arguments about how the human experience through linguistic analysis of changes in the English language.
 
 
Quizzes and tests.

Example test prompt:
Compare the borrowing of words directly from Latin during the Old English period with that during the inkhorn word phase during the Early Modern English period. How were the semantic fields of words, the extent of the borrowing, the means of borrowing, and the kinds of people introducing the Latin words different? Were there any similarities in those features? Be sure to provide examples.
Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 
Explain how religious values, cultural artifacts, economic changes, technological innovations, and social attitudes in various Eurasian settings are linked to changes in the English language and led to the development of dictionaries and grammars of English.
 
 
Homework assignments, quizzes and tests, as well as a term paper assignment.

Example essay prompt:
How did a standard form of English emerge in the period from 1350 to 1800? Explain how societal attitudes (particularly with regard to social class), governmental functions, increasing literacy, religious developments, and the advent of the printing press each contributed to the standardization process. What were the major landmarks in standardization?
 
Please complete at least 1 of the following student objectives.
 
Assess how societal differences in several cultural clashes (e.g., between Anglo-Saxon and Norman French cultures) played a role in the history of English.
 
 
Homework assignments, quizzes and tests.

Example test question:
The Old English word weal, meaning ‘foreign,’ came to be applied to the Britons. What do a) the presence of numerous villages in England called Walton (<weal-tūn; tūn=‘enclosure, town’), b) contemporary and near-contemporary accounts, c) modern DNA evidence, and d) linguistic evidence (including the later distribution of Celtic languages and the meager Celtic borrowings into English) suggest about conflicts between Anglo-Saxon and Brythonic Celtic cultures and how these conflicts were resolved?
 
 
Describe how the cultural experience of English is shaped by various Euro-Asian historical events.
 
 
Quizzes, and tests are used for assessment, and the term paper also addresses them.

Example quiz question:
Which of the following did not help English to oust French as the official language of England?
a. Henry II, by marrying Eleanor, controlled the western half of France.
b. King John lost Normandy to King Phillip of France.
c. The Norman French dialect became unprestigious in France.
d. Nobles in outlying regions had to learn English to communicate with the public.
 
 
Describe how internal and external pressures (e.g., economic, technological, environmental) have affected the nature of society and language throughout the history of the English language, from Indo-European times to the present.
 
 
Homework assignments, quizzes, and tests (including the final examination).

Example test prompt:
Compare the lexical (vocabulary) changes that happened to the English language due to contact with other cultures between 1400 and 1700 with the lexical differences that have developed between American and British English since 1700. What kinds of words were affected the most in the two periods? How do the types of words involved differ between the two periods? Are the differences greater between usage in 1400 and usage in 1700 or between British and American usage? Give examples.

Example question:
The adoption of the words deacon, disciple, priest, and shrine in Old English was due to:
a. borrowing from Brythonic Celtic
b. borrowing from Old Norse
c. influence from trade with the Frisians
d. influence from Christianization of England
US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
100
 
a. If seats are restricted, describe the restrictions being applied.
 
N/A
 
b. Is this restriction listed in the course catalog description for the course?
 
N/A
 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 
None
 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 
None
Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 
see attached syllabus
 
Major topics to be covered and required readings including laboratory and studio topics.
 
see attached syllabus
 
List any required field trips, out of class activities, and/or guest speakers.
 
None
No additional resources are required.

Student Learning Outcomes

• Analyze the connections between historical events and English vocabulary.

• Evaluate how grammatical and phonological changes have affected each other and the form of English

• Compare the relative influences of different sociocultural developments on the English language.

• Evaluate literary meaning using historical linguistic analysis.

• Evaluate how the linguistic structure of English and its ancestors has changed over time and how different linguistic developments were interrelated. 

• Develop critical thinking skills through evaluation of linguistic problems. 


Evaluation MethodWeighting/Points for EachDetails
Quizzes4%Unannounced quizzes that are given periodically to ensure that students are familiar with the material and to show them where they need further study for tests.
Test20%The first test covers linguistic concepts, the history of writing, and the early linguistic and cultural history of Europe and western Asia.
Test20%The second test covers the transition from Indo-European to Germanic and from Germanic to Old English, covering linguistic, cultural, and historical developments and how they interacted.
Exam23%The final examination includes a review section on material covered on the first two tests, and the remainder of the exam covers the linguistic, historical, and social events that shaped Middle English and Modern English.
Major Paper17%The term paper, or "research project" as it is listed on the syllabus, requires students to read a play from the late Medieval or Renaissance period and analyze the choice of second-person pronouns such as thou, thee, and you. The analysis requires examination of both grammatical constraints and social factors, and, in some cases, of phonological constraints and the effect of a character's emotional state as well.
Homework12%Students complete nine homework assignments, most involving exercises taken from the workbook. The homework assignments stress linguistic analysis, including phonological, grammatical, and lexical developments, the latter of which requires students to consult the Oxford English Dictionary in some cases.
Discussion4%Students are expected to take part in numerous small-group discussions throughout the semester, as well as to contribute to discussions involving the entire class together.
TopicTime Devoted to Each TopicActivity
See syllabusSee syllabus

aeherget (Wed, 25 Jul 2018 17:35:01 GMT): AECHH: Uploading updated syllabus at instructor's request via email 7/25/2018.
aeherget (Wed, 12 Sep 2018 21:04:54 GMT): AECHH: Friendly suggestion from 9/12 UCCC meeting to match restrictive statement in syllabus in CIM, faculty confirmed 9/12/2018.
Key: 2322
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