Synopsis

Cognitive Grammar ("CogGram")
Lectures: TR 2:00-3:15, White-Gravenor 202

The work of cognitive linguists falls under the general category of functional approaches to linguistic structure. Theories of grammar in Cognitive Linguistics emphasize the centrality of meaning and communicative context, and the role of cognitive processes such as memory and attention. This course will elucidate the major themes and core concepts of these theories, including Langacker’s Cognitive Grammar; categorization and prototype theory; frame semantics; Construction Grammar; metaphor and metonymy; and mental spaces and blending. Of particular emphasis will be the application of these theories to analyze sentences in terms of both form and meaning. Implications for linguistic typology, first and second language acquisition, computational linguistics, language pedagogy, and discourse and ideology will also be explored, depending on the particular interests represented in students taking the class.

Credits: 3

Course Staff and Office Hours

Lourdes Ortega
lourdes.ortega@georgetown.edu
Office Hours: Tuesdays 12:00-1:30 in Poulton Hall 250

Nathan Schneider
nathan.schneider@georgetown.edu
Office Hours: Thursdays 3:30-4:30 in Poulton Hall 254

TAs:

Brandon Tullock
bdt28@georgetown.edu
Office Hours: Tuesdays 12:30-1:30 in Poulton 220

Sakol Suethanapornkul
ss3302@georgetown.edu
Office Hours: Mondays 1:00-2:00 in Lauinger Library, 2nd floor

Textbook

You do not need to purchase a textbook. We will provide readings via Blackboard.

Assessments

The primary assessments in this course are several focused homework assignments (30%), two take-home exams (20% x 2 = 40%), a squib (20%), and the last 10% determined based on participation.

Participation (10%)

This credit comes from activities such as:

  • Short pop quizzes in class or short postings on the Discussion Board in BB.
  • Speaking up in class or making interesting observations that lead to the addition of “serendipitous material” in BB.

Homework Assignments (30%)

These are focused exercises that reinforce the concepts and ideas presented in lecture. They will involve some analysis and explanation of language, and answering some written questions.

2 Tests (40%)

There are two take-home tests, both listed in the schedule: Test 1 will address the content covered in the first third of the course, concerned mostly with the architecture of meaning. It will be posted Saturday, Feb. 3 at 8:00am and be due Tuesday, Feb. 6 at 8:00am. Test 2 will address the content covered in the second third of the course, concerned mostly with meaning-motivated syntax. It will be posted Saturday, March 17 at 8:00am and be due Tuesday, March 20 at 8:00am.

Cognitive Linguistics Squib (20%)

This will be due during the week of final exams, and it can focus on any phenomenon of interest to you and motivated by material covered at any point in the semester. A squib is a short linguistics paper that investigates an empirical problem. Please make sure to read the published sample from the journal Linguistic Inquiry and the student sample, both on Blackboard. They deal with formal syntax, not syntax from a cognitive linguistic perspective, but they will help you see what this project should be about. The squib should be written with guidance from the TAs, and it will serve as an opportunity to put the ideas from the course into practice. Details will be forthcoming at a later date. The squib should be a minimum of 5 pages and a maximum of 10 (including any tables, graphs, or illustrations). In essence, the squib is a make-your-own homework assignment. The make-your-own part does render the task significantly more challenging, as you will have to organize and generalize across the data, and identify key questions to ask, without assistance. That said, squibs are pure problem-solving, and that’s the most fun part of cognitive linguistic analysis of language.

Communication

A public course website will be maintained with the syllabus, schedule, and lecture slides: http://people.cs.georgetown.edu/nschneid/ling485/

The Blackboard platform will be used to host content accessible only to members of the course. It provides a discussion forum, a way to submit coursework, and other tools. Log into Blackboard at http://blackboard.georgetown.edu/ using your NetID. Students are automatically added when they are enrolled in the course.

The Blackboard discussion forum is the recommended virtual venue for asking and answering course-related questions. Instructors will monitor the forum and post replies from time to time, but we cannot promise immediate attention to every question.

The most direct way to contact instructors is through email.

Grading Scale

  • Grades at the A-level (94-100=A, 90.93.9=A-): indicate a comprehensive, accurate, and nuanced understanding of the concepts and issues we study in this class. A-level work also includes evidence of synthesis of information and insight that goes beyond summarization of materials; it shows you have applied course concepts cogently in the assignment and have engaged in independent analysis and/or synthesis.
  • Grades at the B-level (87-89.9=B+, 83-86.9=B, 80-82.9=B-): indicate generally accurate understanding of the concepts and issues we study in this class, with some minor errors, omissions, or misunderstandings. B-level work may indicate that some aspects of the assignment weren’t comprehensive or well-organized or that there is more summarization than independent analysis and/or synthesis.
  • Grades at the C-level (77-79.9=C+, 73-76.9=C, 70.72.9=C-): indicate limited application of the concepts we are learning in an assignment, and organization and depth that are wanting.
  • Grades at the D-level: indicate the assignment shows a lack of engagement and learning; for example, the relevant course content has been largely misunderstood or missed, and/or that the submission of the assignment has been dragged on, perfunctory and thus evidence of maximal learning is missing from it.
  • Grades at the F-level: indicate failure to show learning, either because the assignment wasn’t submitted at all, or because the quality of work indicates a lack of understanding. Please be aware that an F can result from a student intending to withdraw from the course, but failing to do so before the deadline.

Attendance and Late Policy

In general, students are expected to attend all classes and to complete all assignments on time. Absences may have an adverse effect on grades in a course, up to and including failure.

That being said, we understand that circumstances may arise preventing you from attending class. Please email the instructors ASAP to communicate any expected absences. For example, inform us at the beginning of the semester about planned religious observances or athletic travel.

Late assignments are subject to a grade penalty. At the discretion of the instructors, a deadline may be adjusted for a student if there are special circumstances communicated to the instructors well in advance. 11th-hour requests for an extension to an assignment are unlikely to be granted absent truly exceptional circumstances.

Students who miss multiple classes due to prolonged illness should seek medical care and provide documentation of such to the Dean’s Office, which will communicate with the student’s professors. A prolonged absence may necessitate the student’s withdrawal from the course or from the University for the semester.

More information and resources:

Special Accommodations

Everyone learns differently. We want to hear from you if you have any difficulties with the class. It can be the style of teaching, the selection of material, or any other personal and academic life circumstances that you fear will affect your performance in the class. As instructors, we are willing to hear and do what we can to support your learning in the face of difficulties. Some resources on campus can also help, particularly the Academic Resource Center (arc@georgetown.edu), located in the Leavey Center, Suite 335 (http://academicsupport.georgetown.edu/). This is also the campus office responsible for reviewing documentation provided by students with disabilities and for determining reasonable accommodations in accordance with the Americans with Disabilities Act (ADA) and University policies.

Academic Integrity

In this course, you will be asked to participate at times as an individual and at times working in a group. Tests should be completed entirely on your own. Test questions should not be redistributed online or disclosed to other students who have not yet taken the exam (and the same goes for official answers to homework assignments).

For homework assignments, students who wish to work together in pairs or small groups are encouraged to do so, so long as they indicate this on the work that they turn in. You are also encouraged to discuss concepts and stumbling blocks with fellow students, within reason. The online discussion forum and office hours are good opportunities for this.

Part of treating others with respect is giving appropriate credit for ideas and scholarly works. If you consult with other students on an assignment, report this in the work that you turn in.

In research writing, it is important to give credit to other research that provides specific foundations to your work, as well as to published work that is closely related. If you discuss ideas/information from a publication, be sure to cite it; if you reuse the specific phrasing of other work, use quotation marks. Knowing when and how to give credit can be tricky at times, so when in doubt, ask!

For more information:

Notice Regarding Sexual Misconduct

Please know that as instructors we are committed to supporting survivors of sexual misconduct, including relationship violence, sexual harassment and sexual assault. University policy also requires us to report any disclosures about sexual misconduct to the Title IX Coordinator, whose role is to coordinate the University’s response to sexual misconduct.

Georgetown has a number of fully confidential professional resources who can provide support and assistance to survivors of sexual assault and other forms of sexual misconduct. These resources include:

Jen Schweer, MA, LPC
Associate Director of Health Education Services for Sexual Assault Response and Prevention
(202) 687-0323
jls242@georgetown.edu

Erica Shirley, Trauma Specialist
Counseling and Psychiatric Services (CAPS)
(202) 687-6985
els54@georgetown.edu

More information about campus resources and reporting sexual misconduct can be found at http://sexualassault.georgetown.edu.