Plan de trabajo de la asignatura Syntax and Stylistics: English
Licenciatura en Enseñanza de Alemán, Inglés, Español, Francés e Italiano como Lengua Extranjera (LICEL)
LEI María Guadalupe López Arroyo
1
PLAN DE TRABAJO DE LA ASIGNATURA
SYNTAX AND STYLISTICS: ENGLISH
Objetivo general de la
asignatura:*
To apply the information related to linguistic trends (seen in the courses Linguistics I
and II) to the study of syntax and stylistics; to identify some of the most important
styles and registers in the English language. Periodo lectivo 2017-1
Nombre del profesor María Guadalupe López Arroyo Semestre 4° * Se recomienda consultar el programa de esta asignatura en el plan de estudios para complementar la información que se brinda aquí
DATOS DE CONTACTO Y HORARIOS
Teléfonos SUAyED 56.23.16.17
56.23.15.71 Para ingresar a esta asignatura en SEA:
1) Solicita la contraseña de la materia a tu profesor.
2) Ingresa a www.ceted.acatlan.unam.mx/sae
3) Escribe tu usuario: número de cuenta (9 dígitos, sin guión, si te hacen
falta números, agrega cero(s) al inicio)
4) Escribe tu contraseña personal: fecha de nacimiento (4 dígitos del
año, seguido con 2 del mes y 2 del día: yyyymmdd)
5) Ingresa a SEA, da clic en el nombre de la materia
6) Escribe la contraseña de materia
En los ingresos posteriores, sólo se te pedirá tu usuario y tu contraseña
personal
Asesoría en salón Horario: por el SEA
Asesoría en cubículo Horario: por el SEA
SEA
( X) Distancia. Se dará la asesoría
presencialmente una vez al mes, de
acuerdo con el horario que se
puede ver en la pestaña de avisos,
en SEA
Plan de trabajo de la asignatura Syntax and Stylistics: English
Licenciatura en Enseñanza de Alemán, Inglés, Español, Francés e Italiano como Lengua Extranjera (LICEL)
LEI María Guadalupe López Arroyo
2
ACREDITACION DE LA ASIGNATURA
EVALUACIÓN PARCIAL
Unidad
(es)* Actividades de evaluación1 Puntos
Fecha de
aplicación o
entrega
Fecha de
retroalimentación
Instrucciones para realizar
la actividad
1 Concept map – Syntactic
Theory
5 August 21 August 28 The students will make a concept map, using Mindmeister
(https://www.mindmeister.com/), Bubbl.us
(https://bubbl.us/), or CMap (http://cmap.ihmc.us/) of some
syntactical theories and how they work; the students must
use their own words.
The students will read the following texts (PDF):
The History of Syntax, by Peter W. Culicover
Aspects of the Theory of Syntax, by Noam Chomsky. The
students can skim the texts in order to find the answers to
some questions. The use of different websites (EXCEPT
Wikipedia) is allowed, as long as the students cite the
original source of information correctly. It is important that
the students use their own words in the task; plagiarism will
be penalized. The students will be given information on
plagiarism and how to avoid it (from How to avoid
plagiarism – Harvard Guide,
http://isites.harvard.edu/icb/icb.do?keyword=k70847&page
id=icb.page342057); they will read the text before starting
any activities in the course.
In order to read how to make a concept map and its
characteristics, the students will see the aforementioned
pages to get an idea of what a concept map is and how it is
different from a mind map.
NB From the beginning of the course, the students will be
given the APA Formats file (available on the SEA site) so
1 Puede ser monografías, cuestionarios, ensayos, control de lectura, examen, participación en foro o wiki, presentación, etc.
Plan de trabajo de la asignatura Syntax and Stylistics: English
Licenciatura en Enseñanza de Alemán, Inglés, Español, Francés e Italiano como Lengua Extranjera (LICEL)
LEI María Guadalupe López Arroyo
3
that they can see how to cite sources correctly.
1
Task - presentation
5
September 4
September 11
The students will read the explanation of Structural
Ambiguity, page 98 in The Study of Language, 4th
Edition, by George Yule (the students will be given the
PDF), as well as some examples and further explanations
from Fun with Structural Ambiguity
(http://www.cog.brown.edu/courses/cg7/11_ambiguity.pdf,
the file will be available on the SEA site), and will do the
following tasks:
Create a presentation where you explain what structural
ambiguity is and what lexical ambiguity is.
In the same presentation, include five sentences that are
structurally ambiguous and explain the possible meanings
each sentence can have due to its surface structure. These
sentences should be, as long as possible, original; if not, the
students can take sentences from other sources, provided
that they cite the sources of information correctly.
The presentation will be made in either PowerPoint, Prezi
(https://prezi.com/), or Emaze (https://www.emaze.com/).
1 Forum 1 5 August 22-
September 25
October 1 The students will be given specific instructions to
participate in the forum; they will be granted marks
depending on the level of reflection, understanding and
interest they show; the marks will be granted after the
student has commented on at least two of their classmates’
contributions.
2 Prescriptive and Descriptive
Rules in Syntax – mind map
5 October 2 October 9 The students read and listen to information about
prescriptive and descriptive rules from the following
sources:
Descriptive vs prescriptive rules – The LingEducator Blog,
https://lingeducator.wordpress.com/descriptive-vs-
prescriptive-rules/
Generative Syntax 1.1: Prescriptive and Descriptive Rules (video) – Linguistics and English Language at the
Plan de trabajo de la asignatura Syntax and Stylistics: English
Licenciatura en Enseñanza de Alemán, Inglés, Español, Francés e Italiano como Lengua Extranjera (LICEL)
LEI María Guadalupe López Arroyo
4
University of Edinburgh,
https://www.youtube.com/watch?v=xq5g82Kx8c4.
Understanding Prescriptive vs Descriptive Grammar –
Amy Reynolds, the University of North Carolina at Chapel
Hill, http://amyrey.web.unc.edu/classes/ling-101-
online/tutorials/understanding-prescriptive-vs-descriptive-
grammar/.
The students then will make a mind map, using
Mindmeister (https://www.mindmeister.com/), Bubbl.us
(https://bubbl.us/), or CMap (http://cmap.ihmc.us/) where
they explain what descriptive and prescriptive rules are and
how they are different.
2
Essay
5
October 23
October 30
The students will write an essay where they provide an
answer to the following statement:
WITHOUT GRAMMAR RULES, IT IS NOT POSSIBLE TO
TEACH ENGLISH PROPERLY.
In case the students need some guidance, here is the website
How to Write an Essay, from the Harvard College Writing
Center, http://writingcenter.fas.harvard.edu/pages/essay-
structure. The students will be able to analyze how to write
an essay.
The students can also check the material Organizing Brief
Essays,
http://scc.losrios.edu/~thomasb/Writing%20Essays%20Exc
erpt.pdf (PDF provided on the SEA site) to have a clearer
idea of how to write their essays.
2 Forum 2
5 October 3 –
November 6
November 13 The students will be given specific instructions to
participate in the forum; they will be granted marks
depending on the level of reflection, understanding and
interest they show; the marks will be granted after the
student has commented on at least two of their classmates’
contributions.
Plan de trabajo de la asignatura Syntax and Stylistics: English
Licenciatura en Enseñanza de Alemán, Inglés, Español, Francés e Italiano como Lengua Extranjera (LICEL)
LEI María Guadalupe López Arroyo
5
3
Concepts (online publication -
Issuu)
5
November 13
November 20
The students will read the chapter Language and Social
Variation in The Study of Language, 4th Edition pages
253-260 and create an Issuu (https://issuu.com/)
publication that includes the following items:
Speech community
Social dialects
Social markers
Speech style
Speech-shifting
Prestige
Register and jargon
The publication must include the following:
A short introduction about the concepts in general.
A definition of each concept.
At least one image (with the due credit or source)
to illustrate each concept.
A short text explaining why English teachers
should (or should not) teach these concepts to their
EFL students.
A short conclusion.
The sources and references used, in APA format.
The students must use their own words to create their
publications. Using other sources of information (EXCEPT
Wikipedia) is allowed, as long as the sources are cited
correctly.
Example of Issuu publication:
https://issuu.com/mariaarroyo/docs/4.2lupita__modo_de_co
mpatibilidad_?e=2540507/30000297.
For help and advice on how to use Issuu, the students can
see the following sites:
How to upload and publish on Issuu,
Plan de trabajo de la asignatura Syntax and Stylistics: English
Licenciatura en Enseñanza de Alemán, Inglés, Español, Francés e Italiano como Lengua Extranjera (LICEL)
LEI María Guadalupe López Arroyo
6
http://help.issuu.com/hc/en-us/articles/204816098-How-to-
upload-and-publish-on-issuu.
Tutorial Issuu (video),
https://archive.org/details/TutorialISSUU.
3
Forum 3 5 October 10 –
November 20
November 25 The students will be given specific instructions to
participate in the forum; they will be granted marks
depending on the level of reflection, understanding and
interest they show; the marks will be granted after the
student has commented on at least two of their classmates’
contributions. The teacher will also give a wrap-up
comment for the end of the course.
Evaluación objetiva por
Moodle
60
Consulta el
calendario de
exámenes al
final del
semestre
Calificación final 100
*Agregue tantas líneas como rubros tenga
Plan de trabajo de la asignatura Syntax and Stylistics: English
Licenciatura en Enseñanza de Alemán, Inglés, Español, Francés e Italiano como Lengua Extranjera (LICEL)
LEI María Guadalupe López Arroyo
7
FORMA GENERAL DE TRABAJO
Trabajo individual y en equipo: All the activities will be done individually. The students will be allowed to ask their teacher for help,
guidance, advice, suggestions, etc. before the deadline.
Entrega de trabajos y/o aplicación de exámenes: The assignments will be sent by e-mail and the students will get feedback via e-mail too.
The final test will be online, on SEA,on the specific date at the end of the course.
Penalización por entrega tardía: In case a student has to/needs to hand in a piece of homework after the deadline, they have to arrange a date
with the teacher beforehand in order to have a specific delivery date. However, late deliveries will be penalized, and will not be granted full
marks. That is, if the maximum score is 5, a late delivery will be marked on the basis of 3 points maximum, and if the score is 10, the
maximum grade the piece will be granted will be 8.
Comunicación con alumnos: Contact between the teacher and the students will be via the SEA website and e-mail.
Política contra el plagio (Plagiarism warning): Every written assignment must be developed after carefully reading the provided
material and doing the necessary research, and it must be original, completely made by the students. Plagiarism is a very serious
offence, and any student who plagiarizes will face consequences, depending on the extent of plagiarism in their assignments.
Plagiarizing is a dishonest action, and it involves taking someone else’s work and passing it as our own work, without giving credit to
the original author. This can range from not citing an author (a person or an institution) whose ideas are included in an assignment, to
copying and pasting full paragraphs from books, articles or webpages, to downloading or copying complete papers. The consequences
can be a zero in the assignment or even failing the whole course. There might be cases where Acatlán can (and will) take legal action
against students who plagiarize someone else’s work.
Redondeo de calificaciones finales: Marks will be rounded up from .5. For instance, if a student gets a 7.5 as an average, the final mark will
be 8; if it is 7.4 or lower, the final mark will be 7.
Recomendaciones generales: Whenever the students find sources different from those recommended on the website, they must be properly
cited in order to avoid any suspicion of plagiarism; besides, when the students include information from other sources, they should also
comment on that content; that is, the mere quoting will not suffice to explain a concept or contribute to the work during the course if the
students do not make comments or expand on what they quoted. On the other hand, in case any of the recommended materials (the ones the
teacher will provide the students with) has any kind of trouble, the students must inform the teacher immediately in order to avoid delays. It is
strongly recommended that the students NOT USE Wikipedia, as it’s a website that non-experts might edit, rendering the information
unreliable.
Plan de trabajo de la asignatura Syntax and Stylistics: English
Licenciatura en Enseñanza de Alemán, Inglés, Español, Francés e Italiano como Lengua Extranjera (LICEL)
LEI María Guadalupe López Arroyo
8
ORIENTACIONES PARA EL ESTUDIO INDEPENDIENTE
UNIDAD 1
Presentación/Objetivo específico de la unidad: The students will become acquainted with terminology related to syntax; they will also be able to apply that
knowledge to syntactic analysis and incorporate the study of meaning into language analysis.
Fuentes de consulta
básica-obligatoria
Temas que se abordan en la
lectura
Orientaciones para el estudio
Online text: How to avoid plagiarism – Harvard Guide,
http://isites.harvard.edu/icb/icb.do?keyword=k70847&pagei
d=icb.page342057, retrieved on July 2nd, 2015.
Short text that explains what
plagiarism is and how to avoid
it.
The students will be asked to read the text in order to
reflect before starting the mandatory activities of the
course. They will be encouraged to bear in mind the
consequences of plagiarism in their academic career.
The History of Syntax, by Peter W. Culicover
Aspects of the Theory of Syntax, by Noam Chomsky
Both PDFs will be given to the students via the SEA site.
History of the study of syntax
and the Generative Grammar
Theory
The students will answer specific questions about the
content of the texts in order to have an overview of the
study of syntax and how Chomsky’s theory works.
APA Formats, 6th Edition, http://web.calstatela.edu/library/guides/3apa.pdf.
Guide to use the APA system to
cite.
The students should resort to this file (provided on the
SEA site) to verify that they are citing sources correctly.
UNIDAD 2
Presentación/Objetivo específico de la unidad: The students will become familiar with the terminology related to the topics of study (syntactic analysis) and
will also be able to distinguish and analyze the essential features of phrase structure trees, which represent constituent structure.
Fuentes de consulta
básica-obligatoria
Temas que se abordan en la
lectura
Orientaciones para el estudio
Generative Grammar by Carnie. The PDF will be
provided via the SEA site.
Syntactic theory; examples of
syntactical analysis and different
trends in the analysis of
sentences, as well as the
difference between prescriptive
and descriptive rules in syntax.
The students will apply basic critical thinking skills to do a task
related to descriptive and prescriptive rules in the English
grammar and their relationship with syntactical study.
Generative Grammar by Carnie. The PDF will be
provided via the SEA site.
The importance of grammar and
why rules exist (if they exist, that
is).
The students will be asked to write an essay about grammar rules
and whether they are relevant to English teaching or not. They
will be provided the link to a website that explains how to write
Plan de trabajo de la asignatura Syntax and Stylistics: English
Licenciatura en Enseñanza de Alemán, Inglés, Español, Francés e Italiano como Lengua Extranjera (LICEL)
LEI María Guadalupe López Arroyo
9
an essay.
UNIDAD
Objetivo de la unidad: The students will be able to distinguish the difference between style and register in the English language. The students will also be able
to analyze and classify written and spoken language according to their specific style and/or register.
Orientaciones para el estudio Temas que se abordan en la
lectura
Orientaciones para el estudio
Language and Social Variation in The Study of
Language, 4th Edition pages 253-260. The students
will be given the PDF via the SEA website.
Sociolinguistics, social variation,
and speech. Speech changes
depending on social context.
The students will create an online publication with the most
relevant items related to the socio-linguistic study of language
variation depending on social factors.
Copie o elimine tablas de acuerdo con el número de unidades de su programa.
REFERENCIAS
REFERENCIAS BÁSICAS
Carnie, Andrew. 2002. Syntax: A Generative Introduction. 2nd Edition. Blackwell.
Coupland, N. (n.d.). Style – Language Variation and Identity. Retrieved July 2, 2015 from
http://assets.cambridge.org/97805218/53033/excerpt/9780521853033_excerpt.htm
Moravickik, E. A. (2006) An Introduction to Syntactic Analysis. London: Continuum Chapter 1, pp. 1-35.
http://books.google.com/books?id=jHlSWHfy6bwC&printsec=frontcover&dq=editions:ISBN0826489435, retrieved July 2, 20015.
Newson, Mark (2006) Basic English Syntax with Exercises Chapter 2 pp. 57-68 Bölcsész Konzorcium HEFOP Iroda H-1088 Budapest, Múzeum krt.
4/A. ISBN 963 9704 70 9 http://mek.niif.hu/05400/05476/05476.pdf, retrieved July 2, 2015.
Patrick, P.L. (n.d.). Notes on the Sociolinguistics of Style (-Shifting). Retrieved July 2, 2015, from http://courses.essex.ac.uk/lg/LG232/StyleNotes.html
Plan de trabajo de la asignatura Syntax and Stylistics: English
Licenciatura en Enseñanza de Alemán, Inglés, Español, Francés e Italiano como Lengua Extranjera (LICEL)
LEI María Guadalupe López Arroyo
10
Schiffman, H. (1997). Linguistic register. Retrieved July 2, 2015, from http://ccat.sas.upenn.edu/~haroldfs/messeas/regrep/node2.html
Schiffman, H. (2004). Examples of linguistic registers. Retrieved July 2, 20015, from
http://ccat.sas.upenn.edu/~haroldfs/popcult/handouts/register/register.html
Van Valin R. D. (2001). An Introduction to Syntax. Cambridge: CUP
REFERENCIAS COMPLEMENTARIAS
Bubbl.us, https://bubbl.us/
CMap Tools, http://cmap.ihmc.us/
Descriptive vs. Prescriptive Rules (n.d.) The LingEducator Blog, retrieved from: https://lingeducator.wordpress.com/descriptive-vs-prescriptive-rules/.
Emaze, https://www.emaze.com/
Fun with Structural Ambiguity (n.d), http://www.cog.brown.edu/courses/cg7/11_ambiguity.pdf.
Heycock, Caroline [edinburghLangScience] (2015, June 28). Generative Syntax 1.1: Prescriptive and Descriptive Rules [video file], retrieved from:
https://www.youtube.com/watch?v=xq5g82Kx8c4.
Issuu, https://issuu.com.
Mindmeister, https://www.mindmeister.com/
Organizing Brief Essays (PDF) (n.d.), retrieved from: http://scc.losrios.edu/~thomasb/Writing%20Essays%20Excerpt.pdf.
Prezi, https://prezi.com/
Reynolds, A. (2016). Understanding Prescriptive vs. Descriptive Grammar. The Univesity of North Carolina at Chapel Hill. Retrieved from:
http://amyrey.web.unc.edu/classes/ling-101-online/tutorials/understanding-prescriptive-vs-descriptive-grammar.
Plan de trabajo de la asignatura Syntax and Stylistics: English
Licenciatura en Enseñanza de Alemán, Inglés, Español, Francés e Italiano como Lengua Extranjera (LICEL)
LEI María Guadalupe López Arroyo
11
CALENDARIO
Sesión/
Semana Semana (fecha) Unidad Temas, lecturas o actividades
1
August 15-21 1 Introduction and welcome to the course. The students will be given the first texts for assignments:
The History of Syntax, by Peter W. Culicover
Aspects of the Theory of Syntax, by Noam Chomsky.
The students will be given information on plagiarism and how to avoid it (from How to avoid
plagiarism – Harvard Guide,
http://isites.harvard.edu/icb/icb.do?keyword=k70847&pageid=icb.page342057); they will read the
text before starting any activities in the course.
The students are not expected to hand in activities before August 15.
2
August 15-21 1 The students will make a concept map including some syntactical theories and how they work; the
students must use their own words.
The students will read the following texts (PDF):
The History of Syntax, by Peter W. Culicover
Aspects of the Theory of Syntax, by Noam Chomsky. The students can skim the texts in order to
find relevant information. The use of different websites (EXCEPT Wikipedia) is allowed, as long as
the students cite the original source of information correctly. It is important that the students use
their own words in the task; plagiarism will be penalized. The students will be given information on
plagiarism and how to avoid it (from How to avoid plagiarism – Harvard Guide,
http://isites.harvard.edu/icb/icb.do?keyword=k70847&pageid=icb.page342057); they will read the
text before starting any activities in the course.
The students will be able to participate in Forum 1 as of August 22.
3
August 22-28 1 On August 28 the students will get feedback on their first task and will start preparing for the second
task (exercise for September 4). The students will read the explanation of Structural Ambiguity,
page 98 in The Study of Language, 4th Edition, by George Yule (the students will be given the
PDF), as well as the text Fun with Structural Ambiguity (the students will be given the PDF) and will
do the following tasks:
The students will read the explanation of Structural Ambiguity, page 98 in The Study of
Language, 4th Edition, by George Yule (the students will be given the PDF), as well as some
examples and further explanations from Fun with Structural Ambiguity
(http://www.cog.brown.edu/courses/cg7/11_ambiguity.pdf, the file will be available on the SEA
Plan de trabajo de la asignatura Syntax and Stylistics: English
Licenciatura en Enseñanza de Alemán, Inglés, Español, Francés e Italiano como Lengua Extranjera (LICEL)
LEI María Guadalupe López Arroyo
12
site), and will do the following tasks:
Create a presentation where you explain what structural ambiguity is and what lexical ambiguity
is.
In the same presentation, include five sentences that are structurally ambiguous and explain the
possible meanings each sentence can have due to its surface structure. These sentences should be,
as long as possible, original; if not, the students can take sentences from other sources, provided that
they cite the sources of information correctly.
The presentation will be made in either PowerPoint, Prezi (https://prezi.com/), or Emaze
(https://www.emaze.com/).
Forum 1 will be open as of August 22.
4
August 29-September
4
1 The students will read the explanation of Structural Ambiguity, page 98 in The Study of
Language, 4th Edition, by George Yule (the students will be given the PDF) and will do the
following tasks:
The students will read the explanation of Structural Ambiguity, page 98 in The Study of
Language, 4th Edition, by George Yule (the students will be given the PDF), as well as some
examples and further explanations from Fun with Structural Ambiguity
(http://www.cog.brown.edu/courses/cg7/11_ambiguity.pdf, the file will be available on the SEA
site), and will do the following tasks:
Create a presentation where you explain what structural ambiguity is and what lexical ambiguity
is.
In the same presentation, include five sentences that are structurally ambiguous and explain the
possible meanings each sentence can have due to its surface structure. These sentences should be,
as long as possible, original; if not, the students can take sentences from other sources, provided that
they cite the sources of information correctly.
The presentation will be made in either PowerPoint, Prezi (https://prezi.com/), or Emaze
(https://www.emaze.com/).
The students will hand in their presentations on September 4.
5 September 5-11 1 The students will finish their assignments and hand them in on September 4. The teacher will start
reading and marking them as of September 6.
6 September 12-18 1 The teacher will check and mark the students’ assignments. The students will start reading for their
third task. The students will also start planning how to organize the information for the task. NB
September 15 and 16 are days off.
7 September 19-25 1, 2 On September 25, the teacher will give feedback to students on their last task. This week, the
Plan de trabajo de la asignatura Syntax and Stylistics: English
Licenciatura en Enseñanza de Alemán, Inglés, Español, Francés e Italiano como Lengua Extranjera (LICEL)
LEI María Guadalupe López Arroyo
13
students will read the information for their next task. The students will do the following task:
The students read and listen to information about prescriptive and descriptive rules from the
following sources:
Descriptive vs prescriptive rules – The LingEducator Blog,
https://lingeducator.wordpress.com/descriptive-vs-prescriptive-rules/
Generative Syntax 1.1: Prescriptive and Descriptive Rules (video) – Linguistics and English
Language at the University of Edinburgh, https://www.youtube.com/watch?v=xq5g82Kx8c4.
Understanding Prescriptive vs Descriptive Grammar – Amy Reynolds, the University of North
Carolina at Chapel Hill, http://amyrey.web.unc.edu/classes/ling-101-online/tutorials/understanding-
prescriptive-vs-descriptive-grammar/.
The students then will make a mind map, using Mindmeister (https://www.mindmeister.com/),
Bubbl.us (https://bubbl.us/), or CMap (http://cmap.ihmc.us/) where they explain what descriptive
and prescriptive rules are and how they are different.
8
September 26-
October 2
2 The students will keep working on their mind map about prescriptive and descriptive rules and will
be able to ask any questions before the deadline. The teacher will be available for them to send any
drafts or to ask any questions before handing in their assignments. The students will be able to
participate in Forum 2 as of October 3.
9
October 3-9 2 The students will finish their maps about descriptive and prescriptive rules and send them to their
teacher on October 2. The days before the deadline, the students will be able to ask any questions or
double-check anything they need for their assignments to be complete and corrected. As of October
3, the students will be able to start participating in the Unit 2 Forum. They must keep an eye on the
calendar not to miss the dates the forum will be open. The students will be given feedback on
October 9.
10
October 10-16 2 The students will start preparing the essay based on Carnie (Generative Grammar); they will read
the section that begins with “Do Rules Really Exist?” pages 8 and 9, and write an essay where they
provide their answer to the following statement:
WITHOUT GRAMMAR RULES, IT IS NOT POSSIBLE TO TEACH ENGLISH PROPERLY.
In case the students need some guidance, here is the website How to Write an Essay, from the
Harvard College Writing Center, http://writingcenter.fas.harvard.edu/pages/essay-structure. The
students will be able to analyze how to write an essay.
The students can also check the material Organizing Brief Essays,
http://scc.losrios.edu/~thomasb/Writing%20Essays%20Excerpt.pdf (PDF provided on the SEA site)
to have a clearer idea of how to write their essays.
Plan de trabajo de la asignatura Syntax and Stylistics: English
Licenciatura en Enseñanza de Alemán, Inglés, Español, Francés e Italiano como Lengua Extranjera (LICEL)
LEI María Guadalupe López Arroyo
14
This task is due October 23.
11 October 17-23 2 The students will be able to ask any questions before the essay deadline. The teacher will be
available for questions and comments before the deadline of the essay. The students will hand in
their essays on October 23.
12 October 24-30 2 The students are expected to keep an eye on Forum 2 and ask any questions or make any comments
about their tasks so far. NB November 1 and 2 are days off.
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November 3-6 2, 3 The teacher will start checking and marking the students’ essays. Meanwhile, the students will start
preparing the last task.
The students will read the chapter Language and Social Variation in The Study of Language, 4th
Edition pages 253-260 and create an Issuu (https://issuu.com/) publication that includes the
following items:
Speech community
Social dialects
Social markers
Speech style
Speech-shifting
Prestige
Register and jargon
The publication must include the following:
A short introduction about the concepts in general.
A definition of each concept.
At least one image (with the due credit or source) to illustrate each concept.
A short text explaining why English teachers should (or should not) teach these concepts to
their EFL students.
A short conclusion.
The sources and references used, in APA format.
The students must use their own words to create their publications. Using other sources of
information (EXCEPT Wikipedia) is allowed, as long as the sources are cited correctly.
Example of Issuu publication:
https://issuu.com/mariaarroyo/docs/4.2lupita__modo_de_compatibilidad_?e=2540507/30000297.
Plan de trabajo de la asignatura Syntax and Stylistics: English
Licenciatura en Enseñanza de Alemán, Inglés, Español, Francés e Italiano como Lengua Extranjera (LICEL)
LEI María Guadalupe López Arroyo
15
For help and advice on how to use Issuu, the students can see the following sites:
How to upload and publish on Issuu, http://help.issuu.com/hc/en-us/articles/204816098-How-to-
upload-and-publish-on-issuu.
Tutorial Issuu (video), https://archive.org/details/TutorialISSUU.
14 November 7-13 3 The students will be able to check their progress in their publications with the teacher before the
deadline. The teacher will be available for questions and comments before the deadline. The concept
map is due on November 13.
15 November 14-20 3 The teacher will start checking and marking the students’ publications as of November 17. The
students will start checking their materials, their tasks, scores, etc., to get ready for the final test.
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November 22-25 1-3 The students will be able to ask the teacher any final questions regarding the materials, the contents,
the scores they got, etc., before the final exam in order to check for point averages and general
feedback on the course. The final tests will be from November 30 to December 11; the students must
check with their teachers for the date of their tests.
NB November 21 is a day off.
Todos los semestres tienen 16 semanas efectivas de asesorías y todas deben estar programadas en esta tabla.
Si es semestre primavera, incluya una semana más de vacaciones e indíquela como tal. Asimismo, indique los días feriados que coinciden con sus asesorías de
salón.