The guiding premise of this course is that in the study of language there are no sharp divides between the detailed empirical research conducted by psychologists and linguists, the more general theories that they construct to explain their findings, and the even more general issues and theories presented by philosophers. It is our position that philosophical theories of the nature of language must take account of both the fact that language is acquired and the particular psychological processes by which children acquire it. Similarly, psychological research on and theories of language acquisition must take account of philosophical considerations on the nature of language. Our class this semester will take some first steps toward this type of integrated understanding of language.

All of the assigned readings for the course are on reserve at Penrose Library for you to photocopy. Some are also available on-line for you to print out. These are marked on the schedule, and can be accessed through the links provided.

The schedule of readings is available here.

Class Participation — 25% of your total grade
Our class meetings will primarily focus on conversation about the readings and the larger issues that they suggest. You are expected to be an active and productive participant in our conversations. To do this, you must:

• carefully read (and often re-read) the assigned texts before class,
• take notes on the reading, and
• come to our meetings with questions, themes, and ideas to discuss.

In addition, we will often provide guiding questions or issues for you to address in preparation for discussion.

Everyone in the class should be a part of our conversation. With nearly 20 of us, no one person needs to talk all of the time. The quality of your contribution is much more important that the quantity of time that you’re speaking. We also understand that everyone has good days and not-so-good days; some of the readings and conversation topics will engage you more than others. Your participation grade will depend on your overall involvement. (More details about expectations and grading standards are printed here.)

Writing Exercise — 5% of your total grade
Early in the semester, you will write a brief essay in which you explain and integrate some of the components of the first approach. This exercise will help to solidify both your understanding and your expression of the initial material, before writing the first full paper.

Mid-Semester Papers — 45% of your total grade (1st = 10%, 2nd = 15%, and 3rd = 20%)
During the course of the semester, you will write three moderate-length essays in which you evaluate the approaches that we’re examining and begin to develop your own thinking about the various psychological and philosophical issues and their interrelations. These papers will help you work towards the larger, more independent final project.

The weighting of the papers reflects the fact that as the semester progresses, there will be more material for you to address, and your own position will naturally become more sophisticated. The papers will be cumulative, in that you will be addressing new issues and approaches while still reevaluating your views of previous material. (More detailed assignments will be distributed in class.)

Final Paper — 25% of your total grade
At the end of the semester, you will submit a full-length essay which integrates philosophical and psychological issues in some way that goes beyond the material that we cover together in class. You will have significant freedom to choose a topic that particularly interests you. It could involve further exploration of one of the authors or approaches that we consider in class, incorporation of some other approach or theory, and/or application of the course material to some new issue or question.

We strongly encourage you to discuss your ideas with us throughout the semester. A brief proposal is due about a month before the end of the semester. These will be returned with our feedback at the following class. Our last class meeting will be devoted to brief presentations and discussions of your ideas, providing a forum for you to brainstorm and develop your ideas together. The final paper is due towards the end of the exam period.

** NOTE ** You cannot receive a passing grade for the course if:

• You miss 6 or more class meetings, for any reason;
• You miss or fail any of the mid-semester papers, for any reason; or
• You miss or fail the final paper, for any reason.
  

All of the work that you submit in this course must be entirely your own. Of course, you can seek help in a variety of ways to prepare yourself for the papers and the exam. So it is permitted (and even recommended!) for you to: consult additional readings, search for material on the internet, discuss your ideas with other students, exchange notes with other students, and read and discuss drafts of each other’s papers. If you do use someone else’s words or specific ideas in your written work, you must provide a proper citation to the source.

Plagiarism will not be tolerated in any form. You have signed a statement indicating that you understand and will abide by the College policy on plagiarism. Any student caught plagiarizing will automatically fail the course, and may face more severe penalties from the College. (For more details, see the Student Handbook.)

• Displays genuine enthusiasm and engagement with the readings.
• Advances the conversation to new levels.
• Contributes complex insights into the texts and issues.
• Draws connections among different texts and issues.
• Takes intellectual risks.
• Enhances the participation of others by questioning, actively listening, and sharing time.

A GOOD (B-level) participant typically:

• Shows genuine effort.
• Actively listens and volunteers.
• Asks good questions about the texts and issues.
• Stays on-topic and furthers the conversation.
• Makes significant observations, comments, or other points.
• Engages other students, not just the professors.

An ADEQUATE (C-level) participant typically:

• Listens but does not volunteer.
• Shows acquaintance with the text and signs of preparation if called on.
• Offers opinions on the text, but without support.

UNACCEPTABLE (failing) behavior includes:

• Frequent absence.
• Signs of total disengagement at our meetings: sleeping, writing letters, reading, etc.
• No evidence of preparation.
• "Toxic" or hostile behavior that undermines our collective learning.

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