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This template was developed by Dr. Macarena Aspillaga, Course Designer, Norfolk State University, School of Extended
Learning_ Rev 3

Contents
Course Summary.....................................................................................................................

Online Course Syllabus

Prerequisites............................................................................................................................

INT 375: Language and Society

Instructional Methods and Strategies......................................................................................


Computer Literacy Requirements............................................................................................
Learning Objectives.................................................................................................................
Amanda Rapone, COI
Instructional Materials.............................................................................................................
NSU Assessment Policy...........................................................................................................
University Assessment Statement....................................................................................
Proctoring Policy................................................................................................................
Late Assignments and Make-up Policy.....................................................................................
Learner Interaction Policy........................................................................................................
Evaluations..............................................................................................................................
Written Work Criteria.........................................................................................................
Academic Integrity Standards...........................................................................................
Attendance Policy....................................................................................................................
Assignments............................................................................................................................
Grade Scale.............................................................................................................................
Calendar of Assignments.........................................................................................................
Course Outline.........................................................................................................................
Bibliography.......................................................................................................................... 10
Special Instructions & Policies............................................................................................... 10
Communication..................................................................................................................... 11

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This template was developed by Dr. Macarena Aspillaga, Course Designer, Norfolk State University, School of Extended
Learning_ Rev 3

Course Number & Course Name: Language and Society INT 375
Semester: Fall 2014
Class Meets: Online (Blackboard)
Instructor Name: Amanda Rapone
Office location and office hours
Norfolk State University
Brown Hall Room C-111
Office Hours: Wed 3:30-4:30pm
Cyber Office Hours: T-Th 9-10 am (via Skype araponensu)
Email address: agrapone@nsu.edu
Telephone: Office 757- 823-8198
Preferred method of communication: Blackboard email

Course Summary
Course Description
This course reveals the power inherent in language as a symbolic process of signification within
arbitrary networks of social context. It examines how language influences thought, and how it varies
according to age, class, gender, and ethnicity; how it transects politics and the media, and how it
shapes our identities through notions of correctness and attitudes of acceptance. A major objective
is to discover that the power inherent in language as a result of its characteristic functioning as a
symbolic process. Consequently, this course is a discovery of that which is hidden, unconscious, and
taken for granted in language which operates as variables that link behavior to language.
Course Rationale
A major portion of the course is developed to challenge the assumptions of the average person in
regard to the power of language within our society. Additionally, this course is developed to make
students aware of the effects our language has on the way other perceive us as well as the way we
perceive and respond to others.
Course Delivery Method
This course is delivered entirely online with synchronous and asynchronous activities deployed as
required. The primary method of access to this course is the University Blackboard Learning
Management System (LMS) and may be supplemented by other online resources. This course may
also employ conferencing tools such as video conferences or Web conferences to facilitate
communication and interaction with distant and local students.
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This template was developed by Dr. Macarena Aspillaga, Course Designer, Norfolk State University, School of Extended
Learning_ Rev 3

Prerequisites
The prerequisite for this class is INT 308

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This template was developed by Dr. Macarena Aspillaga, Course Designer, Norfolk State University, School of Extended
Learning_ Rev 3

Instructional Methods and Strategies


The instructional method use will be inductive, going from specific to general. Learners will acquire
new knowledge through exposure to new material and ideas, as well as reflecting on these ideas
and concepts.
The following instructional strategies and methods will be used to achieve the learning objectives:
1.
2.
3.
4.
5.
6.
7.

Lectures delivered through PowerPoint


Class Discussions
Videos
Module Projects
Weekly Activities
Assigned Readings
Blackboard (on-line delivery)

Computer Literacy Requirements


To successfully complete this course you must possess:

A basic knowledge of computers. For example, understanding files and folders to upload or
download course content is absolutely essential. Basic computer literacy classes (CSC-150)
are available on campus as elective courses. Students deficient in the necessary computer
skills should consider taking such classes.

An understanding of the Web and its resources, such as the library and online research tools
accessed through a Web browser.

Familiarity with Microsoft Office applications, such as Word and PowerPoint; this is
absolutely essential for your academic success.

Familiarity with NSU's e-mail system to guarantee effective communications with both
instructors and classmates. All NSU students have been assigned an e-mail account and are
expected to access it regularly via the Web.

Knowledge of Blackboard Learning Management System (LMS), which is mandatory for


this course.
For those of you not familiar with the Blackboard LMS, an online orientation can be accessed by selfregistering in Blackboard. The course name is "Blackboard Student Training." Additional assistance
with Blackboard can be obtained through the Blackboard Central Help Desk at
bbtechsupport@nsu.edu or by phone at 757-823-2328 M - F 8AM - 6PM at the Lyman Beecher
Brooks Library (LBBL), suite 3007.
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This template was developed by Dr. Macarena Aspillaga, Course Designer, Norfolk State University, School of Extended
Learning_ Rev 3

Addressing your computer skills will greatly enhance your learning experience, reducing wasted time
and frustration for yourself and your instructors. Please feel free to contact the Office of Information
Technology (OIT) Client Services or the Office of Distance Education for advisement on how to receive
assistance with your computer literacy instructional needs.

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This template was developed by Dr. Macarena Aspillaga, Course Designer, Norfolk State University, School of Extended
Learning_ Rev 3

Learning Objectives
By the end of this course, given a scenario or practical exercise and with the use of the appropriate
research you will:
1. Demonstrate a comprehension of the relational dynamics between language (oral and
written) and our conceptual understanding of our world.
2. Engage in critical thinking by analyzing and synthesizing language practice
3. Examine language within its proper historical and situational context, realizing that nothing
exists within a vacuum
4. Recognize the relationships between language and thought, language and action, language
and power, language and reality, demonstrated via discussions.
5. Engage in critical comparative discussion, particularly as it relates to interdisciplinary studies.
6. Analyze specific cases of language in use in our society.

Instructional Materials
Required Texts
A. Mooney, et al. (2011) Language, Society and Power: An Introduction. Routledge.
A. Mooney et al. (2011) The Language, Society and Power Reader. Routledge.
Other Sources
Other readings, films, audios, lectures, tours, presentations, and materials posted by the
instructor on Blackboard
Supplemental materials and external sites to be assigned and/or required at the discretion of
the instructor.

NSU Assessment Policy


University Assessment Statement
As part of NSUs commitment to provide the environment and resources needed for success, you
may be required to participate in a number of university-wide assessment activities. These activities
may include tests, surveys, focus groups, interviews, and portfolio reviews. The primary purpose of
these assessment activities are to determine the extent to which programs and services at NSU are
maintaining a high level of quality and meeting students need. Participating students will not be
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This template was developed by Dr. Macarena Aspillaga, Course Designer, Norfolk State University, School of Extended
Learning_ Rev 3

identified in the analysis of results. Unless indicated by the instructor, results from University
assessment activities will not be computed in student grades.
Proctoring Policy
Students who choose not to come on campus to take their exams, must have exams in online
courses proctored. A proctored exam is one that is administered by an impartial individual (called a
proctor) who monitors and supervises a student while that student is taking an exam. The proctor
ensures the security and integrity of the exam process. Students will be required to submit an Online
Course Proctor Identification Approval Form to each instructor. Once the proctor has been approved
by the instructor, the students will be required to present their Spartan Identification Card and photo
identification to the proctor prior to students receiving the exam. Students are responsible for
arranging a proctor for their exam(s) and all costs incurred for this service.

Late Assignments and Make-up Policy


All grades are final; there will be no make-up tests. All assignments and assessments are due
by 11:59PM EST on Fridays each week unless otherwise posted.
Assignments must be submitted on time. Late assignments will not be accepted.

Learner Interaction Policy


You will be graded regarding the level of your participation and interaction in the classroom--35%
of your grade will be assigned to the level of interaction you display in the classroom. This means
participating in a weekly discussion, and contributing to blogs and wikis.
The higher the level of interaction you demonstrate the higher the number on your rubric.
Interaction needs to be reflected on questions and/or comments that relate to the lesson at hand;
irrelevant comments will deduct points from your rubric. Remember to be courteous to others, not
only when you speak but in your written comments as well.

Evaluations
This course will have six evaluations broken down into tests, Discussion board posts, weekly
assignments and written assignments, as follows:
1. Discussion Board Posts 15%
2. Weekly Assignments 10%
3. Syllabus Agreement 5%
4. Quizzes 30%
5. Module Projects 40%

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This template was developed by Dr. Macarena Aspillaga, Course Designer, Norfolk State University, School of Extended
Learning_ Rev 3

Example of a Rubric
Discussion Board Rubric
Excellent (20pts)
Quality of
Information
Information
clearly relates to
the main topic
and adds new
concepts/
information,
including several
(properly cited)
supporting
details/examples
Level of
Interaction

Professional
Language

Critical
Thinking

Student
proactively
interacts with
others by
offering new
ideas and asking
relevant
questions to at
least two
classmates.
Both
professional
vocabulary and
writing style are
used
consistently
throughout the
discussion
Posts are
scholarly and
concise and
show the
student is
thinking critically
about the
concepts

Good (15pt)
Information
clearly relates
to the main
topic, providing
at least one
(properly cited)
supporting
detail/example

Fair (10pts)
Information
clearly relates
to the main
topic of
discussion,
but no details
or examples
are given

Student
proactively
interacts with
others by
offering new
ideas and
questions to
only one
classmate

Student
interacts with
others, but
not
proactively,
keeping the
conversation
from moving
forward

Both
professional
vocabulary and
writing style
are used
frequently
throughout the
discussion
Posts are
relatively
scholarly and
concise and
show the
student is
attempting to
think critically

Both
professional
vocabulary
and writing
style are used
occasionally
throughout
the discussion
Posts are
somewhat
scholarly and
concise, but
do not show
reflection or
questioning

Poor (5pts)
Information
has little or
nothing to do
with the main
topic of
discussion or
simply
restates the
main concept
(i.e.
summarizes)
Students has
not interacted
with others by
commenting
on
classmates
posts

Professional
vocabulary
and writing
styles are not
used

Posts are not


scholarly and
concise and
do not
respond to
questions
posted by the
facilitator or
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This template was developed by Dr. Macarena Aspillaga, Course Designer, Norfolk State University, School of Extended
Learning_ Rev 3

through
reflection and
questioning of
self and others
Attitude

Student displays
a professional
attitude toward
content and
classmates,
approaching
discussion with
an open mind

through
reflection only,
lacking a
questioning of
concepts
Student
displays a
mostly
professional
attitude toward
content and
classmates

classmates.

Student
displays a
relatively
professional
attitude, but
is not openminded
toward
content or
classmates

Student
displays a
negative
attitude
toward both
content and
classmates.

Grading Criteria
Engagement with material. Students will read, comprehend, actively think about, digest, evaluate,
and analyze the material. The process of formulating questions is a strong indicator of the degree to
which engagement is operative.
Writing, articulation, and expression. Students will be able to clearly convey their thoughts utilizing
spelling, vocabulary, grammar, and content.
Scope/comprehensiveness. Students are able to analyze and synthesize course
material/information, and extending it with respect to patterns biases, caveats, allusions, assumptions,
etc.
Submission timeliness. Students are to submit assignments before or on time.
Correctness/accuracy. Student responses are expected to reflect adequate assimilation of the
material such that answers demonstrate consistency with the material, or appropriate application of
the material. It should be understood, however, the first three criteria above (engagement, articulation,
and scope) should equip you to successfully produce correct/accurate responses on evaluation
measures.

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This template was developed by Dr. Macarena Aspillaga, Course Designer, Norfolk State University, School of Extended
Learning_ Rev 3

Written Work Criteria


All written work is expected to reflect university level use of grammar, spelling, and organization
of material. Work with errors of this nature will be penalized. All presentations must reflect
university level ability to offer information in an explicit and persuasive manner.
Academic Integrity Standards
Papers are to be free of plagiarism; if any of your papers is found to be plagiarized, you will
receive a zero for your grade on the assignment.

Attendance Policy
You are expected to login to the Blackboard site several times per week in order to participate in
discussions, read announcements, and complete assignments. You should login every day during the
week to check for updates and announcements.

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This template was developed by Dr. Macarena Aspillaga, Course Designer, Norfolk State University, School of Extended
Learning_ Rev 3

Assignments
Module Projects: For this course you will be expected to complete a project for each module that
asks you to apply concepts you've learned in class to real world situations. You have four projects
throughout the course (Mini-Dictionary, Speech Analysis, Linguistic Identity, Language in Society
Research Essay). You will submit your module projects to me through the Assignments tool as a Word
Document. Make sure you label your assignment correctly by following the submission guidelines on
this syllabus. The assignment must be double-spaced and in 12pt. Times New Roman font with 1-inch
margins on all sides. (These will be the formatting guidelines for all of your assignments.) Points will
be taken off your project grade if you do not follow these formatting guidelines. Make sure to read
through all project options before choosing one to do for this semester.

Quizzes: Each week you will have a quiz over the lesson content for that week. The quizzes each
consist of ten multiple choice questions.

Grade Scale
94 100 = A
90 93 = A87 89 = B+
84 86 = B
80 83 = B77 79 = C+
70 76 = C
67 69 = D+
60 66 = D
Below 60 = F
You must have at least a C average to pass the course.

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This template was developed by Dr. Macarena Aspillaga, Course Designer, Norfolk State University, School of Extended
Learning_ Rev 3

Calendar of Assignments
Due dates for your Module Projects are as follows:
Monday, September 15 Mini Dictionary
Monday, October 6 Speech Analysis
Monday, November 10 Linguistic Identity
Friday, December 5 Research Project

Course Outline
Lesson & Date
Introduction
Aug. 16-22

Lesson 1
Aug. 23-29

Lesson 2
Aug. 30-Sept. 5

Lesson 3
Sept. 6-12

Lesson 4

Course Description
Introduction
Basic overview of course, syllabus, expectations, and assignments
Defining Language
Ways of looking at language, prescriptivism vs. descriptivism, competence vs.
performance, language diversity
Required reading: Textbook Ch. 1 (p. 1-16), Myths About Language
Suggested reading: Dictionary of American Regional English, The Speech Accent
Archive
Required viewing: Language vs. Languages; Lesson 1 Lecture; Defining
Language
Language and Representation
Language as a system of signs and symbols; the semantic triangle
Required reading: Textbook Ch. 2 (p.24-29), Semantics and Semiotics
Suggested reading: Semiotics for Beginners
Required viewing: Lesson 2 Lecture
Language and Thought
The relationship between language and thought; different angles of telling
Required reading: Textbook Ch. 2 (p.30-45), The Great Eskimo Vocabulary Hoax,
Shakespeare Had Roses All Wrong
Suggested reading: The Relation of Habitual Thought and Behavior to Language,
Language and Thought, Does Your Language Shape How You Think
Required viewing: Lesson 3 Lecture, Tricky Linguistics
Language and Ideology

Sept. 13-19

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This template was developed by Dr. Macarena Aspillaga, Course Designer, Norfolk State University, School of Extended
Learning_ Rev 3

Power and ideology as it relates to language in our society

Lesson 5
Sept. 20-26

Lesson 6
Sept. 27-Oct. 3

Lesson 7
Oct. 4-10

Lesson 8
Oct. 11-17

Lesson 9
Oct. 18-24

Required reading: Textbook Ch. 1 (p.16-23), Language and Ideology


Required viewing: Lesson 4 Lecture, Language Ideologies
Language and Politics
How to define politics; rhetorical tools used for persuasion; implicature and
presupposition

Required reading: Textbook Ch. 3, Media: Label Whores, Presupposition and


Taking-for-granted in Mass Communicated Political Argument
Required viewing: Lesson 5 Lecture
Language and the Media
How to define the media; the use of language in the media to express ideologies;
use of register; user-generated content
Required reading: Textbook Ch. 4
Required viewing: Lesson 6 Lecture
Language and Gender
How gender is represented in our language; sexist language; the speech of
women and men; theories of speech differences

Required reading: Textbook Ch. 5, Egalias Daughters, Performing Gender


Identity: Young Mens Talk and the Construction of Heterosexual Masculinity
Suggested reading: I Wish Youd Stop Interrupting Me! Interruptions and
Asymmetries in Speaker-Rights in Equal Encounters, Gender Neutral Pronoun
Required viewing: Lesson 7 Lecture
Language and Ethnicity
How to define ethnicity; ethnic dialects; AAVE; code switching
Required reading: Textbook Ch. 6, Racist Discourse
Suggested reading: Legal Recognition in Cultural Differences in Communication:
The Case of Robyn Kina
Required viewing: Lesson 8 Lecture; Linguistic Discrimination in School: African
American English
Language and Age
How we speak about (and treat) the very young and very old; markedness in age;
age as a social factor
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This template was developed by Dr. Macarena Aspillaga, Course Designer, Norfolk State University, School of Extended
Learning_ Rev 3

Required reading: Textbook Ch. 7, Age and Sampling, Adolescent Language


Required viewing: Lesson 9 Lecture
Lesson 10
Oct. 25-31

Lesson 11
Nov. 1-7

Lesson 12
Nov. 8-14

Lesson 13
Nov. 15-21

Language and Social Class


How to define social class; how language is representative of social class;
relationship between social and regional dialects

Required reading: Textbook Ch. 8, Academic Ignorance and Black Intelligence,


Overcoming Social Class Markers: Preparing Working Class Students for College
Suggested reading: TELSUR
Required viewing: Lesson 10 Lecture
Language and Identity
Construction of speaker identity; overt and covert prestige

Required reading: Textbook Ch. 9, The Meaning of Style


Required viewing: Lesson 11 Lecture
Development of English
A brief history of the English language and how it has developed over the years
(including how ideological perceptions have changed over time)

Required reading: Textbook Ch. 10 (p. 189-199)


Required viewing: Lesson 12 Lecture
Language Ideologies
A look at language ideologies that exist in our society today, especially in relation
to education and Spanish speaking immigrants
Required reading: Textbook Ch. 10 (p. 199-204)
Required viewing: Lesson 13 Lecture

Bibliography
Brantenberg, G. (1985). Egalias Daughters.
Johnstone, B. (2007). Discourse Analysis. Wiley-Blackwell.
Milroy, L. & Gordon, M. (2003). Sociolinguistics: Methods and Interpretation. Wiley-Blackwell.
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This template was developed by Dr. Macarena Aspillaga, Course Designer, Norfolk State University, School of Extended
Learning_ Rev 3

Saeed, J.I. (2008). Semantics. Wiley-Blackwell.


Van Dijk, T.A. (1992). Discourse and the Denial of Racism. Discourse and Society 3(1): 87-118.

Special Instructions & Policies


Disability Statement
In accordance with Section 504 of the 1973 Rehabilitation Act and the Americans with Disabilities
Act (ADA) of 1990, if you have a disability or think you have a disability, we ask that you please
contact the Supporting Students through Disability Services (SDSS) office.

Required Software
Minimum requirements to take this course are a Windows 7, Word 2007, Outlook 2007, and
internet access. You will also need to sign to the course at NSU to have access to blackboard.

Blackboard Instructions
All navigational buttons provide you with information on how to work the system and allow you to
proceed with the rest of the course. It is important that you familiarize yourself with all the
navigational buttons and controls of the Blackboard system.

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This template was developed by Dr. Macarena Aspillaga, Course Designer, Norfolk State University, School of Extended
Learning_ Rev 3

Communication
Blackboard Announcements Area
The Blackboard announcements area is specifically designed for communicating with students in
this course. Whenever there are special instructions to all students in this class, such as a class
cancellation, a change in schedule or assignments, etc. a message will be sent via the
announcement page. Please note that the announcements area is a messaging system that
relates only to the members of this class. Announcements for other courses will be contained in
the respective courses announcements area.
You can access your announcements by selecting the announcements button, located on the
main page menu. You are required to check the announcements page daily for any new
information. Any message that you need to send to your instructor in this class is best sent via
Blackboard email.
Email Policy
NSU email is the only email system to be used for this course; private email addresses cannot be
used. Always title your messages; be sure the subject line reflects the topic of discussion. Email
messages should always be courteous and follow etiquette protocols. You should be respectful to
those who are receiving your email; never send SPAM to other classmates. Remember that these
documents are never deleted from the system and nothing is ever private. Also, always check your
spelling before sending a message.
Email Etiquette for INT 375
Keep in mind, excessive emails make unreasonable time demands on both sender and recipient.
Please ensure you have a legitimate need before you write.
Responses will be made to emails that are about
o Questions arising from difficulty in understanding course content
o Requests for feedback about graded assignments
o Private issues appropriate for discussion within the teacher-student relationship.
Responses WILL NOT be made to emails that
o Pose questions that are already answered in the syllabus or in the unit instructions.
o Lack a subject line clearly stating the purpose of the email
o Raise inappropriate subjects
Your instructor will answer email, but allow up to 48 hours (2 days)
Discussion Boards

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This template was developed by Dr. Macarena Aspillaga, Course Designer, Norfolk State University, School of Extended
Learning_ Rev 3

As part of your NSU online experience you will be using the Blackboard Discussion Forum. A good
way of entering a discussion board or chat is to briefly introduce yourself. It is important to keep
your questions and comments relevant to the topic of the discussion; when posting to a discussion
board, you should read prior messages to get a sense of the flow and language of the discussion
before posting your own message. If another person posts a comment or question that is off the
subject, do not reply to the discussion board; if you want to reply, do so via a private e-mail directly
to that person.
When working in groups do not hijack the discussion. Keep paragraphs and messages short and
to the point.

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This template was developed by Dr. Macarena Aspillaga, Course Designer, Norfolk State University, School of Extended
Learning_ Rev 3

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