ENG367Y:
Research paper #1, some starting points
Due: Tuesday, January
14thth --a week's extension,
2003.
Warning:
this is not a paper that you can do the night before!
Length: About 10 250-word pages
Format: The usual (student number only;
appealing title; paper clip)
If you like, submit a separate title page that links
student # and title to your name.
Late penalty: The usual (2% off per working day to a maximum
of 20%; not accepted thereafter without medical documentation).
The following suggestions are for subjects: you’ll need to focus them
into topics, and to
find appropriate primary and
secondary sources. If you want to work on a topic that is not
on this list, you'll need to
submit a proposal (thesis, methodology, and primary sources) to
me by December 3 – no exceptions.
I’ll be happy to help you with all of this, though
will not be on campus or on email
from December 8-18.
Most of these topics will exercise
your ability to identify and to account for patterns of
linguistic variation. In
particular, I’m assessing your ability to
·
collect
and select appropriate primary source material
online OED? http:///dc1.chass.utoronto.ca/oed/
EMEDD? http://www.chass.utoronto.ca/english/emed/emedd.html
Our class
userid is eng367@utoronto.ca. Ask me
for the password.
Literature online? http://lion.chadwyck.com
Bible
translations: click on “Individual literature collections”
Search for
key words in literary texts: use the “advanced
search” option of “SEARCH TEXTS”
·
synthesize
meaningful patterns in your data
·
interpret,
draw conclusions from those patterns in your data
·
your
ability to contextualize your findings in a critical consideration of
appropriate secondary sources
(the e-index Linguistics
& Language Behavior has abstracts – good way of getting a fast overview
of issues pertaining to a topic)
From the U
of T library home page, click on “e-indexes” and then type in “Linguistics
&”
http://www.library.utoronto.ca/
PLAGIARISM. It is an academic
offence “to represent as one’s own an idea or expression of an idea or work of
another in any academic ... work” (Faculty
of Arts and Science Calendar). If I encounter plagiarism I must report it
to my department chair, who must report it to the Dean. The U of T Writing Home Page has invaluable
advice on “How not to
plagiarize.” Please consult me at any time if you remain in any doubt about
if and/or how to acknowledge the assistance of others.
1.
Describe
and analyze patterns of lexical expansion and semantic change in an area where
there has been significant change in recent centuries: technological change
(cars?), scientific change (sub-atomic particles?), fashion (underwear?),
social or racial attitudes (terms for specific racial groups? women? homosexuals?
mental illness? words denoting sexual intercourse?).
2.
Write
a history of the suffix –ess or the
suffix –ist in English!
3.
“About
80 per cent of the text of the Authorized Version” (1611) of the English
Christian Bible “shows the influence of” William Tyndale’s translation of the
New Testament (Crystal 59). Using the translations on Literature online, make a case for the 20 per cent that doesn’t!
(I.e. are there any consistencies in the 1611 translators’ decision to change
Tyndale?) Focus on two or three specific sections.
4.
For
what it’s worth, you can get the online OED2
to spit out a list of words “first attested” in a particular year. Pick a year
or decade that you’re interested in, and interpret the data. (How) do these
words reflect “reality”? You might get preoccupied with a very specific topic
(and see the next question for further methodology). For instance, for the
1550s – what kind of loans from Latin were appearing at the time of the
“inkhorn controversy” (Crystal 61)? For instance, for the 1770s – how do
loanwords reflect cultural contact with France? (how) does natural history
terminology reflect early imperialism? developments in scientific terminology?
5.
You
can use the online OED2’s “quotation
search” mode to generate lists of quotations from a particular time period
(e.g. looking for “177” will get words from the 1770s), from particular authors
(“Wedgwood”), or containing particular strings of words (“slav” will pick up
words pertaining to slavery). Carefully generating your data, write an essay
that interprets the terminology of a specific historical topic: the language
used in (anti-) slavery debates in the late eighteenth century; Josiah
Wedgwood’s techniques for naming his products and processes, etc.
6.
You
can use the online OED2’s “etymology”
field to generate lists of headwords containing a specific string in the
etymology field (e.g. looking for “Afric” in the etymology field will get you
many words that come from Africa, though also many words that don’t). Write an
essay interpreting the influence on English since 1600 of one of the following: languages of the Indian subcontinent;
languages of North America; languages of the African subcontinent; German (this
might be too hard to filter out). (You may well need to narrow this further!)
7.
There
are various good online editions of Shakespeare’s corpus. Can you identify any
patterns in the use of the word English
to denote language? You’ll probably have to narrow down – a history play or
two? (Remember that different characters may have different reasons for using a
word!)
8.
To
what extent did the recommended spellings in Samuel Johnson’s dictionary
reflect existing practice? change it? Trinity College library has his
dictionary on CD-ROM – you might get a sense of contemporary spellings from the
OED, or, though the editions on it
are often crappy and not contemporary, from Literature
Online (you can use its “Advanced search” function to filter words by date
of publication, i.e. 1755).
9.
Identify
and interpret linguistic variation in the poetic corpus of one author: Robert
Burns or Robert Fergusson, Langston Hughes, Louise Bernice Halfe, Lorna
Goodison.
10. Get an anthology of (e.g.)
Commonwealth poetry. Identify and interpret the literary (and other?) effects
of “non-standard English”: e.g., non-English words (in italics? not?).
11. Write a critical history of the
functions of font or typeface since c.1500: narrow it down (e.g. italics?
italics and/or capitalization in eighteenth-century poetry? the format of
dictionaries?). You’ll have to use facsimiles or real rare books for this one!
12. What assumptions about language
and lexicography condition the compilation of dictionaries at any one period
(Renaissance, C18th, C19th, C20th)? If you focus on the early modern period,
use Professor Ian Lancashire’s online Early Modern English Dictionary Database
(remind me to get a class password). You might compare the entries for specific
words, and/or focus on dictionaries’ treatment of a particular subject (words
denoting language, women, etc.)
13. Use Ian Lancashire’s EMEDD (remind
me to get a class password) to construct and analyze a specific semantic field
in early modern English – words for diseases, for instance. Are there layers of
“Latinate” vs “native” words?
14. Describe and interpret evidence
for the competition between English and one other language (Latin, English) as
international languages in and after the sixteenth century. You may wish to
focus on particular contexts (science, education, diplomacy).
15. What are the differences between
“manuscript” and “print” and what literary and cultural issues are raised by
these differences? Focussing on a particular poet (Philip Sidney, Mary Sidney,
John Donne, Anne Finch) or coterie, write an essay that considers the
implications of “manuscript publication” of poetry in the age of print.
16. Write an essay that describes and
interprets the use of the second-person singular pronoun (thou, thee) in early
modern literature. (You’ll certainly have to narrow this down: in poetry? in
the eighteenth century? in the works of Shakespeare?) You might get your data
from Literature online.
17. Write a history of the marking of
possession (singular and plural, nouns and pronouns) since the sixteenth
century, paying particular attention to the rise, use, and misuse of the
apostrophe. You might want to focus on and to account for patterns in usage at
particular periods in time, culminating in an explanation of
methodically-collected PDE data. Be methodical.
18. It is not generally well known
that in the eighteenth century a variety of people undertook to translate the
Christian bible into English. After you have done some secondary reading (there
are various histories of the bible in English), pick a translator other than Webster who interests you,
and support your argument for their motivations with your interpretation of
their translation of two or three specific passages (e.g. 1 Corinthians 13).
You can find translations on Literature
online.
19. Different terms have been used to
denote “Black English”, “Ebonics”, “African American Vernacular English”. What
implications do these terms have? Why have they been used? Write a critical
history of the semantic field of “terms for AAVE”.
20. Write a history of the
codification of Canadian English: you might compare and contrast some
well-selected entries from past and present dictionaries of Canadian English.
21. Using Avis and Kinloch’s
bibliography of Writings on Canadian
English, analyze their primary sources (lots of newspaper articles on
microfilm, I bet!) to determine attitudes to Canadian English earlier in the
twentieth century – the 1920s, 1930s, 1940s, 1950s.
22. Attempt this topic only if you can
spell well. Compile a list of public spelling errors: what do these errors
reflect about modern English spelling system? Or, compile a list of “acceptable
spelling variation” in printed contemporary English, and account for this.
23. Identify and interpret conventions
in the spelling of foreign proper names since 1600. You might want to focus
your topic –e.g. on words from Chinese, for instance.
24. Explore how and why one literary
author reflects and/or rejects and/or exploits the linguistic resources
available to her/him. You might consider Shakespeare, Milton, Fergusson,
Wordsworth, Dickens, Lear, Hopkins, Hardy, Tennyson, Pound, Rushdie...