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Viewing: ENG 506 / COM 506 : Verbal Data Analysis

Last approved: Sat, 24 Mar 2018 08:01:13 GMT

Last edit: Thu, 22 Mar 2018 12:31:11 GMT

Catalog Pages referencing this course
Change Type
Major
ENG (English)
506
031636
Dual-Level Course
No
Cross-listed Course
Yes
Course Prefix:
COM
Verbal Data Analysis
Verbal Data Analysis
College of Humanities and Social Sciences
English (16ENG)
Term Offering
Fall Only
Offered Alternate Years
Fall 2017
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded/Audit
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3.0
Course Attribute(s)


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

Course Is Repeatable for Credit
No
 
 
Jason Swarts
Professor
full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture1515NoNo comment
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote


Is the course required or an elective for a Curriculum?
No
Research strategies for understanding how spoken and written language shapes activities (e.g., design, instruction, counseling, gaming interactions, e-commerce, etc.). Tracking patterned uses of language as verbal data (e.g., grammatically topically, thematically), formulating research questions, and designing studies to answer those questions through quantitative descriptive means. Sampling, collecting and managing data, developing coding schemes, achieving reliability, using descriptive statistical measures, and reporting the results.

Removed course pre-requisites. I have revised the course over the years to include more information about study design, which was the original reason for requiring ENG  513, or ENG 527, or COM 541, or COM 542. Most of the students who have enrolled in this course did so on my override because they had not met the pre-reqs. For this reason, I revised my syllabus to include more information on study design.


No

Is this a GEP Course?
GEP Categories

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:
 
 

 
 

 
 

 
 

 
 

 
 

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:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

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
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state 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)
 

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.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

College(s)Contact NameStatement Summary
College of SciencesWenbin LuST 305 (Statistical Methods) is recommended for students wishing to pursue more advanced statistical methods than those used in ENG/COM 506. No pre-requisites added.
No additional resources are required beyond those already given.

Whether to coordinate teamwork, teach a class, manage relationships, rally support, frame an issue, or sway opinion, people rely on words to do things in the world. Often, the effectiveness of those words relies on the typicality of their expression, on settings, on the affordances of form, on genres, and on uptake. The patterned ways that words do work in the world can be systematically studied and expressed in ways that characterize both the strength of those patterns and the richness of their rhetorical character. This course teaches just such a method. 


The course begins with readings about words and the work they do. The majority of the class from that point will be hands on. Our object will be to understand how spoken and written language shapes a variety of activities (e.g., design, instruction, counseling, peer review, gaming interactions, e-commerce, and so on), how those uses can be tracked as verbal data (e.g., syntactically, semantically, topically), how we can formulate research questions about those uses, and how we can answer those questions through quantitatively-expressed, descriptive means.


We will learn about sampling, strategies for collecting and managing data, coding techniques, achieving coding reliability, analyzing data using descriptive statistical measures, and reporting the results in visually and verbally compelling ways. 


Student Learning Outcomes

  • develop an explanation of a written or spoken verbal data phenomenon within a given domain of literate activity;

  • inspect a dataset using a corpus analysis tool;

  • conceptualize and develop research questions by which to investigate discursive activities within that domain;

  • develop a coding scheme to explain features of those discursive activities;

  • test the integrity of a coding scheme with a second coder;

  • describe results statistically, and

  • explain results and their significance to an audience of academic peers


Evaluation MethodWeighting/Points for EachDetails
Major Paper250Final paper for the course
presentation125Two presentations: a poster presentation and a standard oral presentation
Participation50Participation in discussion, preparation for review
Written Assignment35 x 10Practice assignments over study design, data preparation, and data analysis techniques
Short Paper50 x 4Short papers summarizing progress on a semester-long research project.
Written Assignment25A continuous research journal
Other1000 points totalSee attached syllabus for letter grading scale.
TopicTime Devoted to Each TopicActivity
N/AN/AAttached syllabus includes a topical outline.
mlnosbis 2/23/2018:
1) See Learning Outcomes Guidelines attached under Additional Documentation to strengthen the learning outcome that begins with "use."
2) Syllabus notes:
-Since this is cross-listed with COM, that should be listed on the syllabus
-Include instructor's office hours
-Add note about where students may acquire the additional readings. Are these going to be in Moodle, or will the student go to the library?

cohen 2/26/2018:
1. This looks like a great course. I do wonder if there should be a statistics prereq. (I recognize that Jason Swarts has removed previous English and Com prereqs.) Please consult with the experts in the Statistics Department. Contact the DGP, Wenbin Lu (wlu4@ncsu.edu) and add consultation summary to the consultation summary field of the CIM form.
2. There is a small typo in the first sentence in Exercise 1 under Assignments. Add the word "to" after "plan".

ABGS Reviewer Comments 3/12/2018:
-No concerns.
-Comment for instructor: Do you want to state what level of stats would be needed and should this class be taken before this one or can it be taken in conjunction with this course? Is no prior stats experience required? RESPONSE: Consultation from ST was obtained and was determined to not require stats prereq.
penrose (Tue, 19 Dec 2017 17:41:51 GMT): Approved by English Grad Studies Committee 11-28-17.
Key: 6654