Prof. Richard F. Johnson
History of the English Language

This history of a language is the history of the people who speak it, those who read and write it, and those who come into contact with it. This is a course in which we will examine the origin and development of the English language, from its earliest beginnings in the so-called "Dark Ages" through Old English, Middle English, Early Modern English, and Present Day English, and across the post-modern globe. Language is a fundamental cornerstone of al human culture. It is, therefore, a vital part of who we are, and a knowledge of how languages operate serves to explain, in part, how we came to be who we are. The study of what language is and how it changes, and how these changes are grounded in parallel cultural changes, is therefore a subject of intrinsic value, especially to those interested in literature, linguistics, history, and cultural studies.

Required Texts:

• Norman Davis, ed., Sweet's Anglo-Saxon Primer, 9th ed. Oxford: Clarendon, 1953.
• C. M. Millward, A Biography of the English Language, 2nd ed. Fort Worth: Harcourt Brace, 1996.

Course Requirements & Assignments: Some of the material covered in this course is quite technical, and we will cover a wide range and large volume of reading in a relatively short period of time. It is vital, therefore, that you keep up with the daily reading, as well as with the linguistic and historic exercises. I have structured the course and assignments and schedule so as to encourage you to take a cumulative approach to this material (learning a little at a time will prove easier in this course than trying to absorb a large volume of material overnight).

Midterm & Final Exams: There will be two exams, and both will be similar in format: a series of short-answer and identification questions drawn from the texts, discussions, quizzes, and exercises, and an essay questions or two concerning cultural and historical material. There will always be some range of choice in the essay questions. Be aware that class lecture and discussions are designed as a supplement to, and not a substitute for, the assigned readings. Both exams will cover material from the assigned reading that may not have been covered in class.

Quizzes: There will be a set series of quizzes so keep track of the schedule, once I hand it out. The purpose of these quizzes is not to catch students unaware, nor to give me more grading to do, but rather to give each of you a continuous measure of how well you have mastered the material thus far, to boost your confidence in those areas you have mastered, and to target that material which needs more work. The quizzes will also give you a very good impression of the sort of short answer and identification questions I may ask on the exams.

Word-Study Essay: During the second week of class, we will discuss the 3-5 page paper, which is concerned with the "etymology" of words. You will choose an interesting word, discuss its derivation, "cognates," spelling, pronunciation, characteristics, and meanings, and will examine how some of these have changed over time, and discuss why. The purpose of this assignment is to ensure that you have grasped the basic linguistic concepts and tools associated with this course. The paper will be due shortly after our discussion of dictionaries.

Language & Culture Essay: During the third week of class, I will distribute a list of possible topics for this 5-7 page paper; you may choose one of these topics or you may devise your own topic (subject to discussion with me). The purpose of this assignment is to underscore the relationship between linguistic development and cultural factors. Possible topics might include the impact of Viking invasions on the English language (in place-names, for example); the relationship between the slave trade and the establishment and development of Jamaican Creole; or the function of dictionaries as tools to attempt to slow or to halt linguistic change. Perhaps beginning with the "Suggested Further References" in Millward, you will compile a bibliography on your subject, outline your approach to the topic, and then meet with me to discuss your progress. You will then annotate your bibliography and present a report on your findings to the class (see below). Your final paper will be due the first class after Spring Break.

Language & Culture Oral Report: During a week or relevant class discussions, you will deliver a short (3-5 minute) oral report to the class concerning your research on your language and culture essay. For instance, you might deliver a report on the impact of the rise of the middle class on Middle English language and literature during the weeks in which we are discussing Middle English. We will discuss this project in more detail in week three.

Linguistic Exercises: There will be a series of assigned out-of-class exercises (Phonetics, Old English, Middle English, Early Modern English, and Present Day English); each exercise will be preceded by a related reading, in-class discussion, and/or a sample exercise in class. Each exercise will give you a good idea of what sort of material you may expect on the following quiz.

Course Evaluation:

Attendance, Participation, & In-class Exercises: Because of the nature of much of this material, a good deal more of this class than I would like will be devoted to lecture. This does not, however, mean that you need not be well prepared and ready to participate. I will ask for questions more than once a day, and I often call on people spontaneously and erratically. Having intelligent questions to ask and occasionally being willing to try to answer a question or to offer a comment is a requirement of this course. We will also have a series of in-class exercises, and active and enthusiastic participation in these is expected. Part of the fun of this subject is making connections between linguistic study and everyday life. I encourage you to note and to relate to the class interesting, odd, or inexplicable uses of the English language which you encounter in conversation, reading, eavesdropping, televiewing, etc. What starts out as fun and even silly can often lead to provocative and worthwhile explorations. And as your first assignment, look up in your dictionary and be prepared to discuss the etymology of "silly."

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