Pam and others,
The way the paper works is as follows:
List of five words due end of week 1. By this time we've looked briefly at the OED so they have an idea of what sort of reference tool it is and some sense of how to use it.
I return the list, sometimes with a word or two marked as not likely to be productive. This would usually be a word like "boom box", where there isn't enough history to do much with. I might also recommend one or two as especially good topics, but otherwise I don't try to force a choice.
Etymological report due end of third week. By this time we've worked in depth through a fairly detailed OED entry. I usually use "mourn" because it long enough, one page of the print version, to be illustrate most of what is found in an entry. The report is extracted from the OED etymology but written up as a short essay, a page or so, not in the more formulaic OED style. Students are encouraged to check other etymology sources as well, and I hand out a list of major reference works in our library.
Prospectus due end of fifth week. Here the student lays out how the word will be treated. Since I get students from more than one program in the class, I give them great latitude in treatment. I've had short stories, story boards, videotapes and CDs, Powerpoint presentations, rock song cycles, poetry collections, as well as historical, linguistic, sociological, and literary essays. What I require is that salient facts and events in the history if the word be revealed naturally within the genre they choose.
Draft of treatment due end of 10th week. This doesn't include the etymology. I review the draft and make suggestions for further development, also pointing out important areas they might deal with or deal with in more depth.
Complete project due end of 13th week. This involves selected class presentations by students who want to do that or who, in some cases, I encourage to.
The project gets pretty decent reviews from students, and several have gone into portfolios, further development in other classes, and presentations at the Butler University Undergraduate Research Conference.
I'd be interested to hear any suggestions on the assignment. I'll be teaching the course again this Fall.
Herb
I too am interested in this assignment. Would you post the actual
assignment please.
Christine Gray
_____
From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Pamela K. Shaffer
Sent: Tuesday, January 03, 2006 12:00 PM
To: [log in to unmask]
Subject: Papers in History of English Courses
This note is a response and and further query about Herb Stahlke's note of
10-31-05. Herb, your suggestion regarding undergraduate papers in a History
of English course seemed most cogent--namely, having students hand in the
major paper (on the history and usage of a word) in sections throughout the
semester, In your note, you mentioned that you allow students to choose
the word, with some guidance from you. What specific words have you
suggested they choose? I am teaching History of the English Language this
spring semester and am eager to try your suggestion regarding the paper. I
look forward to your response and those of others who have tried this
approach. Thanks.
Pam Shaffer
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