IMPORTANT-IMPORTANT-IMPORTANT

I've activated OLD ENTRIES for ss who took the subject in 2017. Be careful, you'll have to go to ENTRADAS ANTIGUAS.

Those ss who took the subject in 2018 have the SAME SYLLABUS as those who took it in 2014, 2015, & 2016 (according to MINISTRY REGULATIONS: Resolución 4043/09).

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FINAL EXAMS 2018.

Ms Andrea Coviella is going to take over the FINAL EXAMS.  SHE HAS THIS LIST OF CONTENTS (CONTENTS SEEN IN CLASS)

• Written exam:
• ONLY FOR 2018, 2016, 2015 & 2014 students
• ARTICLE/ BOOK REVIEW: after writing a short introductory paragraph, you’ll be asked to write 2 or 3 paragraphs more (based on ANY chapter from the bibliography). The topics will be given to the ss on the day of the exam
• ONLY FOR 2017 COHORT
• TOPICS: those seen in class during 2017 (Film Noir, Literature for Children, Commercials & Propaganda).
• Oral exam
• for 2018, 2016, 2015 & 2014 students
• You should bring SAMPLES (authentic material; fictional, non fictional, multimedia texts) with examples related to THEORY: examples of sense relations, synonymy, ambiguity, extension, prototype, morphology of words, affixes, semantics, etc, etc..You're going to refer to THEORY and EXAMPLES
• ONLY FOR 2017 COHORT:
• bring SAMPLES (authentic material; fictional, non fictional, multimedia texts) with examples related to THEORY: examples of sense relations, synonymy, ambiguity, extension, prototype, morphology of words, affixes, semantics, etc, etc.). Refer to THEORY and examples from your own texts
• questions based on theory: literary analysis, film analysis, etc
• questions, retelling and analysis based on short stories, films, theoretical material.

COHORT 2017

CONTENTS:

Semantics

·         Unit 1: About Semantics.

·         Unit 2: Sentences, Utterances and Propositions.

·         Unit 3: Reference and Sense.

·         Unit 4: Referring expressions.

·         Unit 5: Predicates.

·         Unit 6: Predicates, referring expressions and Universe of discourse.

·         Unit 7: Deixis and definiteness.

·         Unit 8: Words and things: extensions and prototypes.

·         Unit 9: Sense properties and stereotypes.

·         Unit 10: Sense relations (1).

·         Unit 11: Sense relations (2).

The Study of Language

• Chapter 2 ANIMALS AND HUMAN LANGUAGE
• Chapter 5 WORD FORMATION
• Chapter 6 MORPHOLOGY
• Chapter 9 SEMANTICS
• Chapter 12 LANGUAGE AND THE BRAIN
• Chapter 16 WRITING
• Chapter 17 LANGUAGE HISTORY AND CHANGE

BIBLIOGRAPHY

Hurdford, J (2003). Semantics, a Coursebook. U.K.: C.U.P. Units 1 to 11.

Yule, G. (2016). The Study of Language. UK.: CUP. Ch. 1, 2, 5, 6, 9, 12, 16, 17.
MATERIAL FROM BLOG (videos, sites, external links in general) 

WRITING:

1st/2nd call. Choose ONE of the following options

• Text type: opinion essay (5-paragraph essay).

• Summary & article

• Text type: 5-paragraph article.

COHORTS 2018, 2016, 2015, 2014.

CONTENTS:

Semantics

·         Unit 1: About Semantics.

·         Unit 2: Sentences, Utterances and Propositions.

·         Unit 3: Reference and Sense.

·         Unit 4: Referring expressions.

·         Unit 5: Predicates.

·         Unit 6: Predicates, referring expressions and Universe of discourse.

·         Unit 7: Deixis and definiteness.

·         Unit 8: Words and things: extensions and prototypes.

·         Unit 9: Sense properties and stereotypes.

·         Unit 10: Sense relations (1).

·         Unit 11: Sense relations (2)

The Study of Language

• Chapter 2 ANIMALS AND HUMAN LANGUAGE
• Chapter 5 WORD FORMATION
• Chapter 6 MORPHOLOGY
• Chapter 9 SEMANTICS
• Chapter 12 LANGUAGE AND THE BRAIN
• Chapter 16 WRITING
• Chapter 17 LANGUAGE HISTORY AND CHANGE

Language and Linguistics

• CH 1 LANGUAGE AND LINGUISTICS
• CH 2 WORDS AND THEIR PARTS
• CH 4 MEANING SEMANTICS, PRAGMATICS
• CH 5 DISCOURSE
• CH 6 CHILD LANGUAGE ACQUISITION
• CH 7 LANGUAGE AND THE BRAIN
• CH 9 DIALECT VARIATION
• CH 10 LANGUAGE AND CULTURE
• CH 11 THE POLITICS OF LANGUAGE
• CH 12 WRITING

BIBLIOGRAPHY

Hurdford, J (2003). Semantics, a Coursebook. U.K.: C.U.P. Units 1 to 11.

Fasold, R. (Ed.) (2013) Language and Linguistics. U.K.: CUP. Cap1, 2, 4, 5, 6, 7, 9, 10, 11, 12.

Yule, G. (2016). The Study of Language. UK.: CUP. Ch. 1, 2, 5, 6, 9, 12, 16, 17.
MATERIAL FROM BLOG (videos, sites, external links in general)

WRITING:

1st /2^nd call. Choose ONE of the following options (CHAPTERS will be given to ss on the day of the exam)

Write an article/book review.

o    include an introductory paragraph

o    write 2 paragraphs on: Chapter XX and Chapter XX

o    write a conclusion paragraph (OPTIONAL)

stella

Semantics. A coursebook.

This is a BRIEF SUMMARY of the book.

Lee3 semantics-a coursebook de stellams

The book is available above (VIRTUAL LIBRARY)

stella

BIBLIOGRAPHY: Language and Linguistics

CH 2 WORDS AND THEIR PARTS...RECURSANTES:

CH 4 MEANING SEMANTICS, PRAGMATICS,...RECURSANTES:

CH 5 DISCOURSE

CH 6 CHILD LANGUAGE ACQUISITION...RECURSANTES:

CH 7 LANGUAGE AND THE BRAIN...RECURSANTES:

CH 9 DIALECT VARIATION

CH 10 LANGUAGE AND CULTURE
CH 11 THE POLITICS OF LANGUAGE 

CH 12 WRITING 

(book available: LABEL VIRTUAL LIBRARY)

 ENTRY #4:

Read the INTRODUCTION of Language and Linguistics and

• make a chart or mind map
• draw a summary
• take down study notes.

BE READY FOR CLASS DISCUSSION MAY 16th

DEADLINE: May 16th

stella

The Study of Language by G Yule.

 Here you have Chapter 1 turned into a video. 

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NB: There are some mistakes in the video, e.g. no quotation marks to QUOTE or show you are using the writer's words, no acknowledgment or bibliography, spelling mistakes, to mention a few. Anyhow, it is very creative.

 ENTRY # 3:

• re-read Chapter 1 from book The Study of Language and watch the video above
• take down study notes
• paste them onto your portfolio

BE READY FOR CLASS DISCUSSION MAY 16th

DEADLINE: May 14th

Bibliography: Yule, G. (2016). The Study of Language. Chapter 1. U.K.: CUP.

• Chapter 2 ANIMALS AND HUMAN LANGUAGE
• Chapter 5 WORD FORMATION
• Chapter 6 MORPHOLOGY
• Chapter 9 SEMANTICS
• Chapter 12 LANGUAGE AND THE BRAIN
• Chapter 16 WRITING
• Chapter 17 LANGUAGE HISTORY AND CHANGE

stella :-)

The Origins of Language

 ENTRY #2

We're going to watch some videos form Ted-ed. 

1. Watch them carefully
2. summarize their content ( 3 videos>>>3 summaries)
3. answer the questions and learn a lot from them.
4. add any extra comment, conclusion, etc

• "Where did English come from?" by Claire Bowern

"When we talk about ‘English’, we often think of it as a single language. But what do the dialects spoken in dozens of countries around the world have in common with each other, or with the writings of Chaucer? Claire Bowern traces the language from the present day back to its ancient roots, showing how English has evolved through generations of speakers."

Go to THIS LINK and log in. Then go to the THINK section and fulfil those tasks

• "How languages evolve". by Alex Gendler.

"What is the difference between "a hearty welcome" and "a cordial reception"? In a brief, action-packed history of the English language, Kate Gardoqui explains why these semantically equal phrases evoke such different images.."

Go to THIS LINK and log in. Then go to the THINK section and fulfil those tasks 

• "How did English evolve?" by Kate Gardoqui.

"Over the course of human history, thousands of languages have developed from what was once a much smaller number. How did we end up with so many? And how do we keep track of them all? Alex Gendler explains how linguists group languages into language families, demonstrating how these linguistic trees give us crucial insights into the past."

Go to THIS LINK and log in. Then go to the THINK section and fulfil those tasks

BE READY FOR CLASS DISCUSSION: MAY 9th

Deadline: May 11th

Material adapted from Ted-ed site.

stella :-)

Portfolio

Writing means many things: planning, creating, using good language, being original, rewriting, editing, among many others. EVERYTHING oll be part of your: 

 

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ENTRY #1

Let's begin by creating our PORTFOLIO. It'll be the physical (or
virtual) place where you are going to add your drafts, written productions, extra material, etc. Start by adding a COVER, introducing yourself, objectives (personal or group) for the subject,  etc.
Deadline: May 5th.

stella ;-)

WELCOME to 2018 course

stella :-)

BIBLIOGRAPHY for the FINAL EXAM.

COMPLETE LIST:             

1. Cunningham, S & Moor, P. (2015). Cutting Edge. Advanced. UK.: Longman.
2. Hurdford, J (2003). Semantics, a Coursebook. U.K.: C.U.P.
3. Saeed, J. (2012). Semantics, U.K.: Wiley-Blackwell. ch 1 & 2.
4. Yule, G. (2016). The Study of Language. UK.: CUP. Ch. 1, 2, 5, 6, 9, 12, 16, 17.
5. MATERIAL FROM THIS BLOG (videos, sites, external links in general)
6. You should bring SAMPLES (authentic material; fictional, non fictional, multimedia texts) with examples related to THEORY. (examples of sense relations, synonymy, ambiguity, etc, etc)

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MAKE UP - LABOUR BEHIND A LABEL.

'LABOUR BEHIND THE LABEL' is a "campaign that works to improve conditions and empower workers in the global garment industry". Do you want to learn more about them? Click  HERE. Did you know that these organizations exist and what for? 


Which video do you consider more effective? Why? 

 

 
Click on THIS LINK and listen to what "ethical shopping" means. 


"We all need to buy stuff from time to time. But do we think about how our shopping affects people, animals and the environment? Here's how you can love fashion and the world we live in... ". To go on reading, CLICK HERE. 

Read the following entry -"Are you and Ethical Shopper?"-  




stella

ASSESSMENT: LITERATURE FOR CHILDREN

TADEO JONES, winner of Goya Award 2007


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PORTFOLIO ENTRIES : Literature for children

 PORTFOLIO ENTRIES: EVERY SINGLE DEADLINE IS DUE now.>>>> though the dates may not be complete.

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PUBLIC PRESENTATIONS

Prepare a MULTIMEDIA PRESENTATION:

Read the article: "Imagination may be more important than knowledge: The eight types of imagination we use." 

Prepare a presentation for your mates on the topic: Commercials. Include concepts from the article above. The commercials can be related to "ethical shopping". However, it's not a must. Feel free to choose the commercials, the analysis, the different sources, etc. DO NOT copy/paste. Be creative and imaginative!


IMPORTANT:

• GROUPS OF THREE STUDENTS
• 20 MINUTES EACH GROUP.
• include a HANDOUT.
• foster INTERACTION among students.

OCTOBER 23, 25 & 30.

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OJOOOO: COMPLETE ENTRY ETHICS...ETHICAL SHOPPING...ETHICAL SHOPPERS...ETHICAL PRODUCTION...

LABOR BEHIND THE LABEL is a "campaign that works to improve conditions and empower workers in the global garment industry". Do you want to learn more about them? Click  HERE. Did you know that these organizations exist and what for? Answer in two paragraphs.


Which video do you consider more effective? Why? Answer in one or two paragraphs.




Click on THIS LINK and listen to what "ethical shopping" means. Write two paragraphs stating your opinion.

"We all need to buy stuff from time to time. But do we think about how our shopping affects people, animals and the environment? Here's how you can love fashion and the world we live in... ". To go on reading, CLICK HERE. Take down study notes.

Read the following entry -"Are you and Ethical Shopper?"-  and jot down NEW /SPECIFIC vocabulary related to ethical shopping. 

Choose two cartoons from THIS GALLERY and write a couple of paragraphs explaining them or supporting the artist's point of view. 

And, what happens with FOOD and FOOD production?  What does these videos suggest? Would you like to learn more? visit OXFAM- Behind the Brands. Write your own opinion (3 or 4 paragraphs)





Portfolio.
Include all the tasks mentioned above. (You will need the texts from the tasks above for your writing final task)

ASSESSEMENT.

Get ready to write!

stella