linguistics dissertation

Syntax and Semantics

• The Tok Pisin noun phrase
• Towards an investigation of socially-conditioned semantic variation
• Definite article reduction in a religious community of practice
• The definiteness effect in Chinese 'you'-existential constructions: A corpus based study
• Topics and pronouns in the clausal left periphery in Old English
• Scalar implicatures in polar (yes/no) questions
• Quantification, alternative semantics and phases
• The syntax and semantics of V2 – 'weil' in German 
• An analysis of Chinese quantifiers 'ge', 'dou' and 'quan' and their co-occurrence
• Distribution and licensing condititions of Negative Polarity Items in Mandarin Chinese
• The NP/DP Distinction in Slavic: A comparative approach
• A complex predicational analysis of the 'ba'-construction in Mandarin Chinese
• Two types of raising in Korean
• Serial verb constructions in Mandarin Chinese
• From Turncoats to Backstabbers:  How headedness and word order determine the productivity of agentive and instrumental compounding in English

Forensic Phonetics

• An Investigation into the Perceived Similarity of the Speech of Identical Twins and Same Sex Siblings
• Detecting Authenticity of Audio Files Compressed by Social Media Platforms
• Investigating Changes from Neutral to Soft and Whispered Speech and their Impact on Automatic Speaker Recognition
• The Effect of Anger and Fear on Forensic Authomatic Speaker Recognition System Performance
• The Impact of Face Coverings on Speech Comprehension and Perceptions of Speaker Attributes
• Tracking Linguistic Differences in the Ultrasound Images of the Tongue in Spoken and Silent Speech Conditions Using Pose Estimation

Who to contact Postgraduate Administrator linguistics-pg-admissions@ york.ac.uk

Related information How to apply Why York? For international students Frequently asked questions Recent PhD dissertations

Department of Language and Linguistic Science University of York , York , YO10 5DD , UK Tel: work +44 (0)1904 322650 | [email protected]

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Please note that these guidelines apply  only  to dissertations being submitted under the regulations for Part IIB of the Linguistics Tripos. For information regarding the  MML Year Abroad Project  and  MML Tripos Optional Dissertation  please see the relevant Faculty webpages.

What is a dissertation?

A dissertation is an extended essay normally divided into chapters or sections, with appropriate scholarly apparatus - precise referencing of sources, bibliography, possibly footnotes - which sets out to solve a problem, to query an existing belief, or to provide an accurate description and explanation of some phenomenon.

How will I benefit from writing a dissertation?

Writing a dissertation provides you with experience of research. If you think you might want to go on to postgraduate study, it'll give you an idea of what the research component of an MPhil course would involve. It allows you to go into an aspect of the course you find particularly interesting in much greater depth than is possible in a supervision essay. Many students enjoy the fact that, unlike examinations, the dissertation is entirely under their control, and that it is usually possible to find a subject in which they are doing original research. That said, however, it is only fair to add that it is not always easy to judge in advance what constitutes a tractable topic for research on this scale. It is important to get advice on your proposed topic at an early stage.

Proposal of your dissertation title

Towards the end of your Part IIA year you should discuss the topic of your proposed dissertation with your Director of Studies, and identify a potential supervisor.

Your dissertation should be on a subject that falls within the scope of the papers in  Section C  of the Linguistics Tripos. Note, however, that your dissertation  must not  be on a subject that falls substantially within the scope of a paper you are taking for your Part IIB examination.

It is important to try out your ideas at an early stage to make sure that your topic is neither too broad nor too narrow, and to ensure that you will have access to the requisite resources over the summer. Once you have a fairly clear idea of its scope and title and have found someone willing to supervise your project, download a copy of the form Proposed Title for Part IIB Dissertation . Complete it in consultation with your proposed supervisor (who will need to sign it) and take it to your Director of Studies, who will check it and sign it.

You should submit the form to the Secretary of the Department of Theoretical and Applied Linguistics for forwarding on to the Faculty Board for approval. This form  must  be submitted  no later than 3 pm on the third Friday of the Full Michaelmas Term  before your Part IIB exams ,  but it  may  be submitted earlier. Please allow plenty of time for consultation with your Director of Studies and potential supervisors as they cannot sign incomplete proposals. You will receive confirmation of the proposed title from the Faculty Board by the end of Full Michaelmas Term.

Making a change to your dissertation title

Applications to submit a change in the title of your dissertation after you have received approval will only be accepted in exceptional circumstances. Applications to change your title must be presented to the Secretary of the Department of Theoretical and Applied Linguistics via the email address [email protected]  using the form for Change of Title for Part IIB Dissertation . Applications must be submitted no later than  3 pm on the second Friday of the Full Lent Term .

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Completing the dissertation

You should aim to make significant progress with your dissertation over the summer between your Part IIA and Part IIB years. In particular, if your project includes fieldwork, you should do this over the summer before your Part IIB year. You may be able to arrange with your College to stay up for several weeks either at the beginning or at the end of the Long Vacation to carry out any necessary reading or experimental work. Note that the University Library is usually shut in the third week of September. If you need lab facilities or recording equipment, ensure in advance that they will be available.

It is vitally important that you complete at least a first draft before the start of the Lent Term as you will not have time to carry out major research or rewriting after this. Be aware that your supervisor's schedule may not allow him/her to drop everything and read it precisely when it suits you: aim to submit a fortnight  before  the deadline to give yourself, your supervisor and your computer a little room for the unforeseen.

You are entitled to six supervisions but not more on your dissertation. In the early stages you can expect your supervisor to help with formulating the topic and structure, and with providing some bibliographical/methodological pointers; and then to read a first or second draft; and then to answer specific questions as you finalise the text. Do not expect your supervisor to read multiple versions as you go along, nor to act as your proof-reader.

Referencing

Any consistently applied referencing system, such as those described in the  MHRA style guide , is acceptable. The  Unified Style Sheet for Linguistics Journals  sets out one widely used system. Use of the author-date system is normal in linguistics.

Please see the  Faculty guidance  and  University information  on plagiarism.

Presentation

The dissertation must be in English (quotations from original foreign-language sources must be accompanied by a translation into English unless a dispensation is given by the Department), and should be between 8,000 and 10,000 words in length. The Examiners are instructed not to read beyond 10,000 words.

If an examiner has reason to believe that a dissertation has exceeded the word limit and thus infringed the rubric, they will ask the Faculty Office to ascertain the exact word count. One mark will be deducted for every 100 words above the word limit.

Notes, section titles and footnotes are all included in the word count. Excluded from the word count are the title page; index (if any); abstract (if there is one); tables and graphs (including their titles and summaries); appendices; bibliography; acknowledgments;  automatically-generated material (such as Headers, Footers and any numbers that label sections, notes and other structural units) and required lists of experimental materials. Where data from foreign languages is used, only the data itself will be included in the word count: associated glosses and translations will be exempt.

Extensions to the word limit will only be granted in exceptional circumstances where there is a specific reason for additional material to be included, and where such data does not form part of your argument. Extensions to the word limit should be discussed with your supervisor as early as possible in the writing process as you will need their agreement to make such a request. To request an extension, your supervisor must write to the Chair of the Linguistics Tripos Examiners, clearly stating your reasons. Your supervisor will also need to confirm the rationale for the request and their agreement to it. Please ensure that if you are considering requesting an extension you do so as early as possible, to allow sufficient time for the request to be considered and for you to take appropriate action if it is not agreed. 

Dissertations should be typed. The pages should be numbered and securely attached, for example with staples or a binder (paperclips are not acceptable). The title page should include the title as originally submitted, your candidate number, and an accurate word count. Any part of the dissertation which is the outcome of work done in collaboration should be identified as such with a note in the text to that effect, eg: 'These figures were produced in collaboration with another student'.

The University treats plagiarism with the utmost seriousness. The Court of Discipline, to which cases of plagiarism must be reported, has the power to deprive a student of membership of the University.

Please refer to the  University information on plagiarism  and the University policy on the use of the plagiarism detection software, Turnitin, here .

Submitting the dissertation

The dissertation must be submitted in its final form not later than 3 pm on the last Monday of the Full Lent Term preceding your Part IIB examination.

You will email the Section Secretary with a completed  Dissertation Submission Declaration form .This form will include your name and college and you will have to sign the declaration that the dissertation is all your own work. You will be required to give an accurate word count.

You are required to upload an electronic (PDF) copy to the Moodle page by the deadline. Information regarding the format of the electronic submission of the dissertation is available here .

Before submitting electronically please ensure you have read the University policy on the use of plagiarism detection software, Turnitin, here .

Penalties for late submission and exceeding word limits

Dissertations will not normally be accepted after the deadline unless prior permission has been sought by a College Tutor from the Board of Examinations Applications Committee. Normally only serious medical reasons can be accepted; failure of computer equipment is not a valid excuse, and you should therefore allow sufficient time for completing and printing the dissertation.

Dissertations submitted up to 24 hours after the deadline must be handed to the Secretary of the Modern and Medieval Languages Faculty Board and may result in a 10-mark penalty being imposed. Submission after this time is equivalent to not appearing at an examination and results in a mark of zero.

Examining the dissertation

The dissertation is normally marked by the examiners in the relevant area of linguistics at the same time as normal Tripos examining is carried out, and the mark is treated in exactly the same way as any examination mark. The examiners have the right to summon you for an oral examination on the subject of the dissertation.

View the  Marking criteria.

Retention of copies

Students are strongly advised to keep a hard copy of their dissertation in their possession: the Faculty cannot be responsible for loss or damage.

One hard copy of the dissertation will be available for collection from the Department Office within six months following the publication of the Class List with your exam results.

For further information please see the undergraduate examinations  data retention policy .

The Department will select some sample copies of dissertations to be stored in the MML Faculty Library and on Moodle for consultation. You will be asked to give your permission for your dissertation to be stored in the Library and on Moodle on the Submission of Dissertation Declaration.

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OSU Dissertations in Linguistics

The Ohio State University is a founding member of the Ohio Library and Information Network (OhioLINK) which is a statewide electronic catalog system and consortium of libraries that share subscriptions and other library resources. Since 2003, most dissertations submitted by doctoral students at the university are published online at the OhioLINK Electronic Theses & Dissertations Center (ETDC) . The OSU library has also started publishing selected earlier dissertations in this way through the ETDC. Other earlier dissertations are available online as pdf files because they were scanned by the students who organized OSU Dissertations in Linguistics (OSUDL) in 1994 or because they were published in the Ohio State University Working Papers in Linguistics or some other open access venue. This page is a complete chronological list of all of the dissertations produced by graduates of the Ohio State University doctoral program in Linguistics, with a link to the OhioLINK EDTC page for the pdf file (for titles that are otherwise unmarked) or to some other open-access pdf file where available.  If there is no open-access pdf file available, the link is to the entry in the OSU library catalog and the ProQuest number is provided. We aim to also provide links to the publisher's page for dissertations that were published as monographs in venues such as the Garland Press Distinguished Dissertations in Linguistics. If you have more recent information about publication that is not reflected here, please contact us.

Mahler, Taylor.  2022.  Social identity information in projection inferences: a case study in social and semantic-pragmatic meaning.

Rasmussen, Nathan.  2022.  Broad-domain Quantifier Scoping with RoBERTa.

Dickerson, Carly. 2021.  Sociolinguistic Knowledge of Albanian Heritage Speakers in the U.S.

Dossey, Ellen.  2021.  The role of sociophonetic knowledge in speech processing.

Jaffe, Evan.  2021.  The Role of Coreference Resolution in Memory- and Expectation-based Models of Human Sentence Processing.

Karim, Shuan. 2021.  The synchrony and diachrony of New Western Iranian nominal morphosyntax.

Shain, Cory.  2021.   Language, time, and the mind: Understanding human language processing using continuous-time deconvolution regression.

Sims, Nandi.  2021.  Race, ethnicity, interests, and linguistic variation at a primarily Black Miami middle school.

Martha Austen.  2020.  The Role of Listener Experience in Perception of Conditioned Dialect Variation

Alexander Erdmann.  2020.  Practical Morphological Modeling: Insights from Dialectal Arabic

Lifeng Jin.  2020.  Computational Modeling of Syntax Acquisition with Cognitive Constraints

David Mitchell. 2019.   Verbal -s in African-American Vernacular English: Affective, social, grammatical, and dialectological influences

Manjuan Duan.  2019.  Recovering Chinese Nonlocal Dependencies with a Generalized Categorial Grammar

Yuhan Lin. 2018.   Stylistic Variation and Social Perception in Second Dialect Acquisition

Marten van Schijndel. 2017.  The Influence of Syntactic Frequencies on Human Sentence Processing

Qingyang Yan . 2017.  Factors influencing generalization and maintenance of cross-category imitation of Mandarin regional variants

Jefferson Barlew.  2017.  The semantics and pragmatics of perspectival expressions in English and Bulu: The case of deictic motion verbs  

Murat Yasavul.  2017. Questions and Answers in K'iche'  

Rachel S. Burdin .  2016.  Variation in form and function in Jewish English intonation.  

Jane F. Mitsch . 2016.  Bordering on national language varieties: Political and linguistic borders in the Wolof of Senegal and The Gambia.

Chris Worth .  2016.  English coordination in Linear Categorial Grammar.

Patrick F. Reidy . 2015. The spectral dynamics of voiceless sibilant fricatives in English and Japanese .

Rory Turnbull . 2015.   Assessing the listener-oriented account of predictability-based phonetic reduction .

Kodi Weatherholtz. 2015.   Perceptual learning of systemic cross-category vowel variation .

Katie Carmichael.  2014.  "I never thought I had an accent until the hurricane": Sociolinguistic variation in post‐Katrina Greater New Orleans .

Jon Dehdari.  2014.  A neurophysiologically-inspired statistical language model .

Cynthia Johnson. 2014. Deconstructing and reconstructing semantic agreement: A case study of multiple antecedent agreement in Indo-European .

Deborah Morton.  2014.   The temporal and aspectual semantics and verbal tonology of Gɩsɩda Anii .

Andrew R. Plummer.  2014.  The acquisition of vowel normalization during early Infancy: Theory and computational framework.  [OhioLINK EDTC; See also this posted pdf ms  in revision for publication.]

Abigail J. Walker. 2014. Crossing oceans with voices and ears: Second dialect acquisition and topic-based shifting in production and perception .

Dahee Kim.  2013.  The production and perception of signal-based cues to word boundaries .

Marivic Lesho. 2013. The sociophonetics and phonology of the Cavite Chabacano vowel system .

Scott Martin. 2013. The dynamics of sense and implicature .

Elizabeth McCullough.  2013.  Acoustic correlates of perceived foreign accent in non-native English .

Bridget Smith. 2013. The interaction of speech perception and production in laboratory sound change .

Adriane Boyd.  2012.  Detecting and diagnosing grammatical errors for beginning learners of German: From learner corpus annotation to constraint satisfaction problems.

David Durian.  2012.  A new perspective on vowel variation across the 19th and 20th centuries in Columbus, OH.

Jeffrey Holliday . 2012. The emergence of L2 phonological contrast in perception: The case of Korean sibilant fricatives.

Dennis Mehay . 2012. Bean Soup Translation: Flexible, linguistically-motivated syntax for machine translation.

Vedrana Mihalicek. 2012. Serbo-Croatian word order: A logical approach.

Tyson Na'im. 2012.  Exploration of acoustic features for automatic vowel discrimination in spontaneous speech.

Raja Rajkumar . 2012. Linguistically motivated features for CCG realization ranking.

Jeonghwa Shin . 2012. Prosodic effects on spoken word recognition in second language: Processing of lexical stress by Korean-speaking learners of English.

Christin Wilson. 2012. Variation and text type in Old Occitan texts.

Stephen Boxwell. 2011. A CCG-based method for training a semantic role labeler in the absence of explicit syntactic training data .

Ivan Hovermale . 2011. Erron: A phrase-based machine translation approach to customized spelling correction.

Jungmee Lee. 2011. Evidentiality and its interaction with tense: Evidence from Korean.

Anastasia Smirnova . 2011. Evidentiality and mood: Grammatical expressions of epistemic modality in Bulgarian.

Angelo Constanzo. 2010. Romance conjugational classes: Learning from the peripheries.

Robin Dautricourt. 2010. French Liaison: Linguistic and sociolinguistic influences on speech perception.

Anouschka Foltz. 2010. How listeners resolve reference: Effects of pitch accent, edge tones, and lexical contrast.

Ilana Heintz. 2010. Arabic language modeling with stem-derived morphemes for Automatic Speech Recognition.

Yusuke Kubota. 2010. (In)flexibility of constituency in Japanese in multi-modal categorial grammar with structured phonology.

Julia Papke. 2010. Classical Sanskrit preverb ordering: a diachronic study .

Salena Sampson . 2010. Noun phrase word order variation in Old English verse and prose .

Elizabeth Smith. 2010. Correlational comparison in English.

Kathleen Currie Hall . 2009. A probabilistic model of phonological relationships from contrast to allophony.

Eun Jong Kong . 2009. The development of phonation-type contrasts in plosives: Cross-linguistic perspectives.

Stacy Bailey . 2008.  Content assessment in intelligent computer-aided language learning: Meaning error diagnosis for English as a second language.

Kirk Baker . 2008. Multilingual distributional lexical similarity .

Jianguo Li. 2008. Hybrid methods for acquisition of lexical information: The case for verbs .

Fangfang Li. 2008. The phonetic development of voiceless sibilant fricatives in English, Japanese and Mandarin Chinese.

Ila Nagar . 2008. Language, gender and identity: The case of Kotis in Lucknow- India.

Helena Riha. 2008. Lettered words and Roman letter characters in Chinese writing: A study of alphabetic writing in Chinese newswires.

Jirka Hana. 2007. Czech clitics in higher order grammar .

Soyoung Kang. 2007. Effects of prosody and context on the comprehension of syntactic ambiguity in English and Korean .

Grant McGuire . 2007. Phonetic category learning .

Christopher Anton Rytting . 2007. Preserving subsegmental variation in modeling word segmentation (or, the raising of baby Mondegreen) .

Lei Xu . 2007. Phonological variation and word recognition in continuous speech .

Xiaofei Lu . 2006. Hybrid models for Chinese unknown word resolution .

Anna Feldman.  2006.  Portable language technology: a resource-light approach to morpho-syntactic tagging.  

Andrea Sims . 2006. Minding the gaps: Inflectional defectiveness in paradigmatic morphology . [OhioLINK ETDC;  Also distributed by OSUDL. ]

Wai-Yi Peggy Wong . 2006. Syllable fusion in Hong Kong Cantonese connected speech .

Wes Collins . 2005. Centeredness as a cultural and grammatical theme in Maya-Mam.

Mike Daniels . 2005. Generalized ID/LP grammar: A formalism for parsing linearization-based HPSG grammars.

Hope Dawson . 2005. Morphological variation and change in the Rigveda: The case of -au vs. -ā:

Markus Dickinson . 2005. Error detection and correction in annotated corpora.

Robin Dodsworth. 2005. Linguistic variation and sociological consciousness.

Georgios Tserdanelis . 2005. The role of segmental sandhi in the parsing of speech: Evidence from Greek.

Kyuchul Yoon . 2005. Building a prosodically sensitive diphone database for a Korean text-to-speech synthesis system.

Allison Blodgett. 2004. The interaction of prosodic phrasing, verb bias, and plausibility during spoken sentence comprehension.

Tsan Huang . 2004. Language-specificity in auditory perception of Chinese tones.

Sunhee Lee. 2004. A lexical analysis of select unbounded dependency constructions in Korean.

Jeff Mielke . 2004. The emergence of distinctive features.

Michelle Ramos-Pellicia . 2004.   Language contact and dialect contact: cross-generational phonological variation in a Puerto Rican community in the midwest of the United States.

Charlotte Schaengold. 2004. Bilingual Navajo: mixed codes, bilingualism, and language maintenance.

Thomas Stewart . 2004. Mutation as morphology: bases, stems, and shapes in Scottish Gaelic.

Nathan Vaillette . 2004. Logical specification of finite-state transductions for natural language processing.

Shelome Gooden . 2003. The phonology and phonetics of Jamaican Creole reduplication.

Martin Jansche . 2003. Inference of string mappings for speech technology.

Matthew Makashay . 2003. Individual differences in speech and non-speech perception of frequency and duration.

Misun Seo . 2003. A segment contact account of the patterning of sonorants in consonant clusters.

Pauline Welby . 2003. The slaying of Lady Mondegreen, being a study of French tonal association and alignment and their role in speech segmentation.

Stephen Winters. 2003. Empirical investigations into the perceptual and articulatory origins of cross-linguistic asymmetries in place assimilation.

Paul Davis . 2002. Stone Soup Translation: The linked automata model.

Janice Fon . 2002. A Cross-linguistic study on syntatic and discourse boundary cues in spontaneous speech. [Distributed by OSUDL.]

Jean Godby. 2002. A computational study of lexicalized noun phrases in English .

Stefanie Jannedy . 2002. Hat patterns and double peaks: The phonetics and psycholinguistics of broad versus late narrow versus double focus intonations. [Distributed by OSUDL.]

Shravan Vasishth . 2002. Working memory in sentence comprehension: Processing Hindi center embeddings.

Neal P. Whitman . 2002. Category neutrality: A type-logical investigation [Also published, 2004, in the Routledge Outstanding Dissertations in Linguistics series.]

Kiyoko Yoneyama . 2002. Phonological neighborhoods and phonetic similarity in Japanese word recognition.

Jennifer Muller. 2001. The phonology and phonetics of word-initial geminates.

Qian Gao. 2001. Argument structure, HPSG, and Chinese grammar . [ProQuest number: 9999392.]

Steven Hartman Keiser. 2001. Language change across speech islands: The emergence of a midwestern dialect of Pennsylvania German.

Marcelino Liphola. 2001. Aspects of phonology and morphology of Shimakonde. [ProQuest number: 3022526.]

Amanda Miller-Ockhuizen . 2001. Grounding Jui'hoansi root phonotactics: The phonetics of the guttural OCP and other acoustic modulations. [ProQuest number: 3022548; Published, 2003, in the Routledge Outstanding Dissertations in Linguistics series, and now available as an e-book The phonetics and phonology of gutturals: A case study from Ju|'hoansi . ]

Panayiotis Pappas . 2001. Weak object pronoun placement in Later Medival Greek: Intralinguistic parameters affecting variation. [Distributed by OSUDL.]

Jennifer Vannest . 2001.  Morphological effects in visual word processing: Their timecourse and consequences for lexical architecture.    [ProQuest number: 3022592]

Michael Cahill. 2000.  Aspects of the morphology and phonology of K̉NNI. [ProQuest number: 9962448]

Mariapaola D'Imperio. 2000. The role of perception in defining tonal targets and their alignment.

Gwang-Yoon Go. 2000.  The synchrony and diachrony of the English prepositional passive: Form, meaning, and function.   [ProQuest number: 9982567]

Svetlana Godjevac . 2000. Intonation, word order and focus projection in Serbo-Croatian . [Distributed by OSUDL.]

Nasiombe Mutonyi.  2000.  Aspects of Bukusu morphology and phonology.   [ProQuest number: 9994910]

Rosalind R. Roberts-Kohno. 2000.  Kikamba phonology and morphology.   [ProQuest number:  9962448]

Elizabeth Strand . 2000. Gender stereotype effects in speech processing. [Distributed by OSUDL.]

Jennifer Venditti. 2000. Discourse structure and attentional salience effects on Japanese intonation. [Distributed by OSUDL.]

Mary Bradshaw . 1999.  A crosslinguistic study of consonant-tone interaction.

Karin Golde. 1999. Binding theory and beyond: An investigation Into the English pronominal system . [ProQuest number: 9951659]

Kim Ainsworth-Darnell . 1998. The effects of priming on recognition latencies on familiar and unfamiliar orthographic forms of Japanese words . [ProQuest number: 9833940]

Kutz Maria C. Arrieta-Stemen. 1998. Nominalizations in Basque: A case in language attrition . [ProQuest number: 9900793]

Paul D. Fallon . 1998. The synchronic and diachronic phonology of ejectives . [ProQuest number: 9900827; Published, 2003, in the Routledge Outstanding Dissertations in Linguistics series.]

Rebecca Herman. 1998. Intonation and discourse structure in English: phonological and phonetic markers of local and global discourse structure . [ProQuest number: 9911203]

Claudia Kurz-Nicoletti . 1998. Function words and simplification in contact varieties of German . [ProQuest number: 9822334]

Bettina Migge. 1998. Substrate influence in the formation of the Surinamese Plantation Creole: A consideration of sociohistorical data and linguistic data from Ndyuka and Gbe. [Distributed by OSUDL.]

Robert Poletto . 1998.  Topics in runyankore phonology . [ProQuest number: 9911251]

Tracey Weldon . 1998.  Exploring the AAVE-Gullah connection: A comparative study of copula variability. [ProQuest number: 9911288]

Andrew Saperstein . 1997. A word-and-paradigm approach to reduplication . [ProQuest number: 9801779]

Eun Jung Yoo. 1997. Quantifiers and wh-interrogatives in the syntax-semantics interface . [ProQuest number: 9801828]

Hyeree Kim . 1996.  The synchrony and diachrony of English impersonal verbs: A study in syntactic and lexical change . [ProQuest number: 9639268]

Halyna Sydorenko . 1996.  The atypical morpheme: Two case studies from Ukrainian . [ProQuest number: 9710666]

Chan Chung . 1995.  A lexical approach to word order variation in Korean . [Distributed by OSUDL.]

Andreas Kathol . 1995.  Linearization-based German syntax . [ProQuest number: 9544597]

Lutfi Hussein . 1994.  Voicing-dependent vowel duration in standard Arabic and its acquisition by adult American students.

Sook-hyang Lee. 1994 .  A cross-linguistic study of the role of the jaw in consonant articulation.

Katherine A Welker. 1994.  Plans in the common ground: Toward a generative account of conversational implicature . [Distributed by OSUDL.]

Benjamin Xiaoping Ao. 1993.   Phonetics and phonology of Nantong Chinese.

Sun-Ah Jun. 1993.  The phonetics and phonology of Korean prosody.

Hee-Rahk Chae.  1992.  Lexically triggered unbounded discontinuities in English: An indexed phrase structure grammar approach.

Xiang-ling Dai. 1992.   Chinese morphology and its interface with syntax.

Young Hee Chung . 1991. The lexical tone system of the North Kyungsang dialect of Korean . [ProQuest number 9130456.]

Kenneth de Jong . 1991. The oral articulation of English stress accent . [ProQuest number: 9201648]

Ann Gruber-MIller . 1991.  Loss of Arabic case endings: Internal or external reasons?  [ProQuest number: 9201670]

Yongkyoon No . 1991.  Case alterations on verb-phrase internal arguments.  [ProQuest number: 9211194]

Jane Smirniotopoulos . 1991. Lexical passives in Modern Greek . [ProQuest number: 9120726; Published, 1992, in the Routledge Outstanding Dissertations in Linguistics series.]

Uma Subramanian . 1991. On internal and external syntax mismatches . [ProQuest number: 9219033]

Ying-yu Sheu . 1990. Topics on a categorial theory of Chinese syntax . [ProQuest number: 9105209]

Hakan Kuh . 1989. Correlation between inflection and word order . [ProQuest number: 9022518]

Keith Johnson . 1988.  Processes of speaker normalization in vowel verception . [ProQuest number: 8822868]

Peter Lasersohn . 1988. A semantics for groups and events . [ProQuest number: 8824557; Published, 1990, in the Garland Outstanding Dissertations in Linguistics series.]

Riitta Välimaa-Blum . 1988.  Finnish existential clauses -- Their syntax, pragmatics and intonation.

Zheng-Sheng Zhang . 1988. Tone and tone sandhi in Chinese . [ProQuest number: 8907344]

Erhard Hinrichs . 1985. A compositional semantics for Aktionsarten and NP reference in English.

Joel Nevis . 1985. Finnish particle clitics and general clitic theory . [ProQuest number: 8603037]

John Nerbonne . 1984. German temporal semantics: Three-dimensional tense logic and a GPSG fragment . [ProQuest number: 8410410]

Klaus Obermeier . 1984. Temporal Inferences in computational linguistics information processing . [ProQuest number: 8504060]

Rex Wallace . 1984. The Sabeliian languages . [ProQuest number: 8426497]

James Hoskison. 1983. A grammar and dictionary of the Gude language.

Christopher Farrar . 1982. A prototype theory of speech perception . [ProQuest number: 8207180]

Deborah Schaffer . 1982. Intonation cues to management in natural conversation . [ProQuest number: 8305389]

Rachel Schaffer . 1982. Vocal cues for irony in English . [ProQuest number: 8300341]

Lawrence Schourup. 1982. Common discourse particles in English conversation . [ProQuest number: 8222175].

Gregory T. Stump. 1981. The formal semantics and pragmatics of free adjuncts and absolutes in English .  [ProQuest number: 8121859]

Donald Churma. 1980.  Arguments from external evidence in phonology. [ProQuest number: 8009263]

Roderick Goman . 1980.  Consonants in natural phonology. [ProQuest number: 8009282]

Deborah Schmidt. 1980. A history of inversion in English . [ProQuest number: 8100245]

Richard Warner. 1980.   Discourse connectives in English . [ProQuest number: 8008794]

William Boys . 1979.   Ibibio phonology . [ProQuest number: 7922457]

Nancy Levin.  1979 .  Main-verb ellipsis in spoken English.  [ProQuest number: 8001774]

Roy C. Major. 1979. Prosody in Brazilian Portuguese phonology.

Patricia Donegan. 1978.  On the natural phonology of vowels . [ProQuest number: 8000660]

Christian F. Latta . 1978.  Methods for internal reconstruction . [ProQuest number: 7819626]

Robert K. Herbert . 1977.  Language universals, markedness theory, and natural phonetic processes: The interaction of nasal and oral consonants . [ProQuest number: 7731889]

Marion Johnson . 1977.  A semantic analysis of Kikuyu tense and aspect. [ProQuest number: 7731898]

Robert Kantor . 1977.  The management and comprehension of discourse connection by pronouns in English . [ProQuest number: 7731901]

Jay Pollack. 1977.   Lexical features in phonology . [ProQuest number: 7731954]

Holly Semiloff. 1977 .  An acoustic correlate of syllabicity in English . [ProQuest number: 7717135]

John Perkins . 1976. An acoustic phonetic study of cross-dialect phonological borrowing . [ProQuest number: 7717124]

Barry Nobel. 1975.   Inflectional shortening in Baltic . [ProQuest number: 7603509]

Sara Garnes. 1974.  Quantity in Icelandic: production and perception . [ProQuest number: 7424327]

Patricia A. Lee . 1974.  Impositive speech acts. [ProQuest number: 7417792]

Ronald Neeld. 1974.  Global constraints in syntax . [ProQuest number: 7424378]

James Hutcheson. 1973.  A natural history of complete consonantal assimilations . [ProQuest number: 7403207]

Linda Shockey. 1973.  Phonetic and phonological properties of connected speech.

Rick Wojcik.  1973.  The expression of causation in English clauses .

Alexander Grosu . 1972.  The strategic content of island constraints. [ProQuest number: 7302009]

Hsiao-Tung Lu. 1972.  The verb-verb construction in Mandarin Chinese . [ProQuest number: 7227057]

Zinny Bond. 1971.  Units in speech perception. [ProQuest number: 7127437]

Dale E. Elliott. 1971.   The grammar of emotive and exclamatory sentences in English.

James T. Heringer. 1971.   Some grammatical correlates of felicity conditions and presupposition. [ProQuest number: 7204521]

Shuan-fan Huang. 1971.  A study of adverbs. [ProQuest number: 7127485]

Paul Gregory Lee . 1970.   Subjects and agents . [ProQuest number: 7118042]

Sandra A. Thompson . 1969. On relative clause structures in relation to the nature of syntactic complexity . [ProQuest number: 7014106]

Anne O. Yue-Hashimoto . 1966. Embedding structures in Mandarin . [ProQuest number: 6610017]

Mantaro J. Hashimoto . 1965.  The phonology of Ancient Chinese . [ProQuest number: 6606265; Also Volume 1 published, 1978, and Volume 2 published, 1979, as Monographs No. 10 and 11 of the Studies of Languages and Cultures of Asia and Africa Monograph Series of the Tokyo University of Foreign Studies Research Institute of Languages and Cultures of Asia and Africa.]

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Linguistics Program - Doctoral Dissertation Research Improvement Grants (Ling-DDRI)

View guidelines, important information for proposers.

All proposals must be submitted in accordance with the requirements specified in this funding opportunity and in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) that is in effect for the relevant due date to which the proposal is being submitted. It is the responsibility of the proposer to ensure that the proposal meets these requirements. Submitting a proposal prior to a specified deadline does not negate this requirement.

Supports doctoral research on human language — encompassing investigations of the properties of individual human languages and natural language in general — and the intersections of linguistics with cognition, society and other areas of science.

The Linguistics Program supports basic science in the domain of human language, encompassing investigations of the grammatical properties of individual human languages, and of natural language in general. Research areas include syntax, linguistic semantics and pragmatics, morphology, phonetics, and phonology.

The program encourages projects that are interdisciplinary in methodological or theoretical perspective, and that address questions that cross disciplinary boundaries, such as (but not limited to):

• What are the psychological processes involved in the production, perception, and comprehension of language?
• What are the computational properties of language and/or the language processor that make fluent production, incremental comprehension or rapid learning possible?
• How do the acoustic and physiological properties of speech inform our theories of language and/or language processing?
• What role does human neurobiology play in shaping the various components of our linguistic capacities?
• How does language develop in children?
• What social and cultural factors underlie language variation and change?

The Linguistics Program does not make awards to support clinical research projects, nor does it support work to develop or assess pedagogical methods or tools for language instruction.

DDRI proposals to document the linguistic properties of endangered languages should be submitted to the Dynamic Language Infrastructure (DLI-DDRI) Program:  https://www.nsf.gov/pubs/2019/nsf19607/nsf19607.htm .

Updates and announcements

The linguistics and dli-del programs are seeking reviewers and panelists., important notice, program contacts, additional program resources.

• NSF programs to stop accepting proposals via FastLane website
• Dear Colleague Letter: Stimulating Diversification in Language Science Research (LangDiv)

Awards made through this program

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Congratulations, Linguistics 2024 Graduates!

• Search News

On Friday, May 3, the Department of Linguistics celebrated the achievements of the 2024 graduating class. The ceremony was attended by the students along with their family and friends, who gathered to recognize the graduates' successes. Annually, our department chooses outstanding students from the graduating class as commencement speakers based on their contributions inside and outside of the classroom. For this year, Thea Kendall-Green, Pristina Koon, and Brennan Yaghmour were the distinguished speakers chosen by our Undergraduate Committee.

Thea Kendall-Green, double majoring in Linguistics and International Studies with a concentration in International Security, Norms, & Cooperation and a minor in Computer Science, was our first student speaker at this year's celebration. She expressed her heartfelt gratitude to the Linguistics Department, academic mentor Lisa Levinson, and her family. Thea recounted cherished memories of her grandmother's influence on her love for language and how it has shaped her understanding of the world. Thea also touched on the dynamic nature of language, recognizing its ever-changing nature while acknowledging the melancholy that can accompany the evolution of expressions. Her speech highlighted not just a celebration of language but also an acceptance of the natural progression of life and language. Thea concluded with a reflection on graduation as another change, urging her peers to adhere to the deeper meanings behind words and to embrace change with reverence for understanding, "Let us also hold fast to core principles that anchor us: a reverence for understanding, a commitment to critical thinking, and a steadfast belief in the power of words to transform the world."

Pristina Koon is a double major in Linguistics and Asian Studies, with a concentration in South Asian Studies. She discussed how her interest in linguistics was sparked by reading Arika Okrent's book on invented languages and how her passion for the field sustained her through the isolation of beginning college during the COVID-19 pandemic. Pristina highlighted the diversity of the field of linguistics and its distinctive ability to forge connections across various disciplines. Her experience teaching an HONORS 135 course allowed her to share her enthusiasm for linguistics and observe the creative ways in which her students applied linguistic concepts to a wide array of topics. She emphasized the special bond shared by the linguistics community and urged her audience to recognize how their encounters within this community have shaped their individual journeys. Reflecting on the community's shared curiosity in the very fabric of human connection—language—she shared a poignant observation: "Although I’m obviously biased, I think there’s something extraordinarily special about our community in that we’re all—at some level—curious about the actual thing that lets humans connect: language."

Brennan Yaghmour, a Linguistics major with a minor in Computer Science, was honored with the Matt Alexander Award for the best honors thesis in Linguistics at this year’s celebration. Brennan's interest in linguistics had been sparked by the film "District 9," which had kindled a fascination with the potential phonetic characteristics of a language spoken by beings with wildly different physiologies. While he had explored pursuing computer science, it was his profound love for people and the role language plays in connecting us that has guided him toward a future career in speech pathology. Brennan highlighted the breadth of linguistics and its relevance in multiple career paths, demonstrating the field's adaptability. The importance of linguistic accessibility and translation was illustrated by an example from the translated works of a Palestinian poet, showcasing the expansive influence linguists can wield. Brennan captured his perspective on language by saying that "Language was my way of transporting my ideas into your mind and yours into mine. This is how we build things—by exchanging thoughts so that they could be enriched by multitudes of minds."

Along with our traditional honors thesis award, we've expanded our accolades to include a series of new awards to more broadly celebrate and acknowledge the achievements and contributions of our graduating class. Here are the recipients of this year's awards:

The Matt Alexander Award for the best honors thesis

The Matt Alexander Award for the best honors thesis in Linguistics was awarded to Brennan Yaghmour for his outstanding thesis, "Perceptual Effects of Emphasis Spread on Non-Arabic Speakers." His research focused on the way non-native speakers perceive differences in Arabic consonants, showing that listeners rely more on the influence of these consonants on neighboring vowels than on the consonants themselves.. His findings enhance the understanding of speech perception and could influence Arabic language teaching and speech recognition technology development.

Service to the Linguistics Department Award

The Service to the Linguistics Department Award was awarded to Oona Lee Woodbury . She has made notable contributions as the Linguistics Club President, creating a hospitable and stimulating space for undergraduate students. Her peers see her as an inspiring mentor, and the faculty applauds Oona's dedication to making linguistics enjoyable and accessible.

Outstanding Pre-Speech and Hearing Senior Award

The Outstanding Pre-Speech and Hearing Senior Award was awarded to Madison Mitchell . Madison stands out for her strong academic performance and deep passion for speech pathology. She has gained practical experience by volunteering and interning, positively impacting individuals with communication difficulties. Maddie is set to carry her dedication and caring approach into graduate studies in Speech-Language Pathology this fall.

Outstanding Overall Senior in Linguistics Award

Drue Daley has been selected for the Outstanding Overall Senior in Linguistics Award. She exemplifies excellence as a scholar, has actively contributed to our department, and has showcased her leadership talents as the President of the Pre-Speech and Hearing Club, where she provided guidance to her peers. Additionally, Drue served as a student representative on the department's Undergraduate Committee, offering valuable perspectives on behalf of the student body.

2024 Graduation Celebration

05/3/24 Linguistics Graduation Reception

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UC Davis Graduate Studies

UC Davis Doctoral Students Selected as 2024 Mellon/ACLS Dissertation Innovation Fellows

• by Graduate Studies
• April 22, 2024

We're excited to announce that three UC Davis doctoral students – Victor Chimaway Lopez (Native American Studies), Stephen Eyman (Linguistics), and David Morales (History) – have been selected as 2024 Mellon/ACLS Dissertation Innovation Fellows! The American Council of Learned Societies (ACLS) launched the program in 2023 with the support of the Mellon Foundation to advance a vision for doctoral education that prioritizes openness to new methods and sources, underrepresented voices and perspectives, and scholarly experimentation. The awards are designed to accelerate change in the norms of humanistic scholarship by recognizing those who take risks in the modes, methods, and subjects of their research. 

The ACLS used a rigorous, interdisciplinary peer review process to select the fellows, who represent a diverse range of research topics. Our scholars were chosen from a competitive pool of over 700 applicants from 125 U.S. universities, reflecting the prestige of this honor. 

Each fellow receives an award of up to $50,000, consisting of a $40,000 stipend for the fellowship year; up to $8,000 for project-related research, training, professional development, and travel expenses; and a $2,000 stipend to support external mentorship that offers new perspectives on the fellow’s project and expands their advising network. With fellows pursuing their research across the country and beyond, ACLS will also provide opportunities for virtual networking and scholarly programming throughout the fellows’ award terms. 

Congratulations to Victor, Stephen and David on this remarkable achievement!

Congrats to Lu!

Congratulations to Jiayi Lu for his successful dissertation defense today! His dissertation is titled “Linguistic Adaptation to Unacceptable Sentences”.

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(M.A.) Major in Anthropology (Cultural Anthropology Concentration Thesis option)

Program overview.

The purpose of the Master of Arts (M.A.) degree with a major in Anthropology at Texas State is to

• give students the highest quality graduate-level education possible,
• provide students interested in continuing their graduate education in Anthropology at the Ph.D. level the appropriate basis to successfully compete for entrance into top-tier programs,
• provide students interested in non-academic careers that require, or are facilitated by, an advanced degree in Anthropology the education, tools and training necessary to secure employment, and
• produce professional, ethical, and productive graduates.

Application Requirements

The items listed below are required for admission consideration for applicable semesters of entry during the current academic year. Submission instructions, additional details, and changes to admission requirements for semesters other than the current academic year can be found on The Graduate College's website . International students should review the International Admission Documents page for additional requirements.

• completed online application
• $55 nonrefundable application fee

          or

• $90 nonrefundable application fee for applications with international credentials
• baccalaureate degree from a regionally accredited university (Non-U.S. degrees must be equivalent to a four-year U.S. Bachelor’s degree. In most cases, three-year degrees are not considered. Visit our  International FAQs  for more information.)
• official transcripts from  each institution  where course credit was granted
• minimum 3.0  overall  GPA  or a 3.0 GPA  in the last 60 hours of undergraduate course work (plus any completed graduate courses)
• GRE not required
• statement of purpose detailing the student’s academic interests in one of the concentrations and identifying possible areas of anthropological research. If applicable, include any crossover areas of research from the other anthropological concentrations.
• three letters of recommendation

Approved English Proficiency Exam Scores

Applicants are required to submit an approved English proficiency exam score that meets the minimum program requirements below unless they have earned a bachelor’s degree or higher from a regionally accredited U.S. institution or the equivalent from a country on our  exempt countries list .

• official TOEFL iBT scores required with a 78 overall
• official PTE scores required with a 52 overall
• official IELTS (academic) scores required with a 6.5 overall and minimum individual module scores of 6.0
• official Duolingo scores required with a 110 overall
• official TOEFL Essentials scores required with an 8.5 overall

This program does  not  offer admission if the scores above are not met.

Degree Requirements

The Master of Arts (M.A.) degree with a major in Anthropology concentration in Cultural Anthropology requires 36 semester credit hours, including a thesis. To graduate, students are required to earn a 3.3 cumulative grade-point average (GPA) for all courses listed as Course Requirements.

Course Requirement

Comprehensive examination requirement.

An oral thesis defense is required. This oral defense will serve as the comprehensive examination requirement.  If the thesis committee is not satisfied with a graduate student’s oral defense, they specify all deficiencies the student must resolve. The thesis committee will not sign the Master’s Comprehensive Examination Report Form and the Thesis Submission Approval Form until all specified deficiencies have been resolved. Should the thesis committee decide to hold a second oral defense, the chair of the thesis committee shall not schedule the second defense until the student has resolved all specified deficiencies.  

Students who do not successfully complete the requirements for the degree within the timelines specified will be dismissed from the program.

If a student elects to follow the thesis option for the degree, a committee to direct the written thesis will be established. The thesis must demonstrate the student’s capability for research and independent thought. Preparation of the thesis must be in conformity with the  Graduate College Guide to Preparing and Submitting a Thesis or Dissertation .

Thesis Proposal

The student must submit an official  Thesis Proposal Form  and proposal to his or her thesis committee. Thesis proposals vary by department and discipline. Please see your department for proposal guidelines and requirements. After signing the form and obtaining committee members’ signatures, the graduate advisor’s signature if required by the program and the department chair’s signature, the student must submit the Thesis Proposal Form with one copy of the proposal attached to the dean of The Graduate College for approval before proceeding with research on the thesis. If the thesis research involves human subjects, the student must obtain exemption or approval from the Texas State Institutional Review Board prior to submitting the proposal form to The Graduate College. The IRB approval letter should be included with the proposal form. If the thesis research involves vertebrate animals, the proposal form must include the Texas State IACUC approval code. It is recommended that the thesis proposal form be submitted to the dean of The Graduate College by the end of the student’s enrollment in 5399A. Failure to submit the thesis proposal in a timely fashion may result in delayed graduation.

Thesis Committee

The thesis committee must be composed of a minimum of three approved graduate faculty members.

Thesis Enrollment and Credit

The completion of a minimum of six hours of thesis enrollment is required. For a student's initial thesis course enrollment, the student will need to register for thesis course number 5399A.  After that, the student will enroll in thesis B courses, in each subsequent semester until the thesis is defended with the department and approved by The Graduate College. Preliminary discussions regarding the selection of a topic and assignment to a research supervisor will not require enrollment for the thesis course.

Students must be enrolled in thesis credits if they are receiving supervision and/or are using university resources related to their thesis work.  The number of thesis credit hours students enroll in must reflect the amount of work being done on the thesis that semester.  It is the responsibility of the committee chair to ensure that students are making adequate progress toward their degree throughout the thesis process.  Failure to register for the thesis course during a term in which supervision is received may result in postponement of graduation. After initial enrollment in 5399A, the student will continue to enroll in a thesis B course as long as it takes to complete the thesis. Thesis projects are by definition original and individualized projects.  As such, depending on the topic, methodology, and other factors, some projects may take longer than others to complete.  If the thesis requires work beyond the minimum number of thesis credits needed for the degree, the student may enroll in additional thesis credits at the committee chair's discretion. In the rare case when a student has not previously enrolled in thesis and plans to work on and complete the thesis in one term, the student will enroll in both 5399A and 5399B.

The only grades assigned for thesis courses are PR (progress), CR (credit), W (withdrew), and F (failing). If acceptable progress is not being made in a thesis course, the instructor may issue a grade of F. If the student is making acceptable progress, a grade of PR is assigned until the thesis is completed. The minimum number of hours of thesis credit (“CR”) will be awarded only after the thesis has been both approved by The Graduate College and released to Alkek Library.

A student who has selected the thesis option must be registered for the thesis course during the term or Summer I (during the summer, the thesis course runs ten weeks for both sessions) in which the degree will be conferred.

Thesis Deadlines and Approval Process

Thesis deadlines are posted on  The Graduate College  website under "Current Students." The completed thesis must be submitted to the chair of the thesis committee on or before the deadlines listed on The Graduate College website.

The following must be submitted to The Graduate College by the thesis deadline listed on The Graduate College website:

• The Thesis Submission Approval Form bearing original (wet) and/or electronic signatures of the student and all committee members.
• One (1) PDF of the thesis in final form, approved by all committee members, uploaded in the online Vireo submission system.  

After the dean of The Graduate College approves the thesis, Alkek Library will harvest the document from the Vireo submission system for publishing in the Digital Collections database (according to the student's embargo selection).  NOTE: MFA Creative Writing theses will have a permanent embargo and will never be published to Digital Collections.  

While original (wet) signatures are preferred, there may be situations as determined by the chair of the committee in which obtaining original signatures is inefficient or has the potential to delay the student's progress. In those situations, the following methods of signing are acceptable:

• signing and faxing the form
• signing, scanning, and emailing the form
• notifying the department in an email from their university's or institution's email account that the committee chair can sign the form on their behalf
• electronically signing the form using the university's licensed signature platform.

If this process results in more than one document with signatures, all documents need to be submitted to The Graduate College together.

No copies are required to be submitted to Alkek Library. However, the library will bind copies submitted that the student wants bound for personal use. Personal copies are not required to be printed on archival quality paper. The student will take the personal copies to Alkek Library and pay the binding fee for personal copies.

Master's level courses in Anthropology: ANTH

Courses Offered

Anthropology (anth).

ANTH 5199B. Thesis.

This course represents a student's continuing thesis enrollments. The student continues to enroll in this course until the thesis is submitted for binding. Graded on a credit (CR), progress (PR), no credit (F) basis.

ANTH 5299B. Thesis.

ANTH 5301. Advanced Principles of Cultural Anthropology.

This course is an ethnographically-based analysis of major theoretical positions and debates in contemporary anthropology. (Stacked course with ANTH 3301 .).

ANTH 5302. Practicum in Teaching Anthropology.

An introduction to key concepts and practices in the teaching of college-level Anthropology. The course provides training in the practical aspects of classroom instruction. Required for first-year teaching and instructional assistants in the Anthropology Department. This course does not earn graduate degree credit.

ANTH 5303. Speech Analysis.

The focus of this course is the analysis of human speech sounds. It includes description of the acoustic properties of speech sounds, transcription of sounds using the International Phonetic Alphabet system, an understanding of the acoustic theories of speech, and practical experience in forensic speakers' identification.

ANTH 5304. Sociolinguistics.

The focus of this course is on the complex interrelationships between language and other aspects of culture. Methods of sociolinguistics, theories of sociolinguistics, and current issues regarding the nature of language variation and change will be emphasized. (MULT).

ANTH 5305. Anthropological Statistics.

In this course students will learn how to statistically analyze anthropological data. Students will gain a firm understanding of basic quantitative statistics, will be able to evaluate quantitative methods presented in anthropological research papers, and will be prepared for classes in more advanced statistical methods.

ANTH 5306. Anthropology and Art.

In this course students will investigate the function of art and symbolism in pre-literate archaeological cultures that existed at the tribal and chiefdom levels of political and social development. A multidisciplinary focus will use anthropology and art historical approaches as research tools.

ANTH 5307. History of Evolutionary Thought.

This course discusses the impact of evolutionary discourse within the context of its history. Students will develop a thorough understanding of evolution and its importance to anthropology, as well as to other scientific disciplines.

ANTH 5308. Cultural Resource Management and Archaeology.

In this course students will examine various topics relevant to cultural resource management including state and federal laws, survey, testing, mitigation, and developing final reports.

ANTH 5309. Culture, Medicine and the Body.

This course explores how the human body, functions of the body, and the practices of medicine and healing are situated and contextualized within cultural frameworks. Case studies cover body and health-related topics over the life course, from birth to death.

ANTH 5310. Theories and Issues in Anthropology.

This course explores major theoretical and historical developments in anthropology, highlighting the discipline’s unique four-field perspective that includes archaeology, biological and cultural anthropology, and anthropological linguistics. Topics stress the importance of anthropological thought in key scientific discoveries and cultural debates.

ANTH 5311. Seminar in Cultural Anthropology.

In this course, students will learn the historical foundations of cultural anthropology, its key theories and methods, and examples of its contemporary practice. Topics will include evolutionism, functionalism, structuralism, ethnoscience, neo-Marxism, postmodernism, and modernity.

ANTH 5312. Seminar in Biological Anthropology.

In this course, students will learn the historical foundations of biological anthropology, its key theories and methods, and examples of its contemporary practice in evolutionary theory, human variation, paleoanthropology, primatology, and skeletal biology.

ANTH 5313. Seminar in Archaeology.

In this course, students will learn the historical foundations of archaeology, its key theories and methods, and examples of its contemporary practice in New World and Old World archaeology.

ANTH 5314. Latin American Cultures.

Comprehensive study of cultures from Latin America. (Stacked course with ANTH 3314 .) (MULT).

ANTH 5315. Archaeological Artifact Identification and Analysis.

This course will provide students with the skills, knowledge and ability to describe, characterize, and analyze artifacts commonly recovered from archaeological sites. Current theories covering the production and analysis of chipped and ground stone tools, ceramics, bone and other materials will be presented, and scientific analytical methods discussed.

ANTH 5316. The Origin and Evolution of Human Behavior.

This course presents our current understanding of Old World Paleolithic Archaeology. The origin and evolution of hominid behavior, the initial colonization of the Old World, and the development of modern human behavior will be discussed for each continent. (Stacked course with ANTH 3316 ).

ANTH 5317. Rock Art Field Methods.

This course will train students in rock art field methods. They will gain first-hand experience recording rock art sites through photography, field sketches, mapping, and written inventories. Students will generate a visual and written description of the art, which they will use to infer and explain past human behavior. (Stacked course with ANTH 3317 ).

ANTH 5318. Texas Archaeology.

This course will present our current understanding of Texas archaeology. The environmental and social contexts of prehistoric, protohistoric, and historic records of Native American and Spanish occupations in Texas are discussed. (Stacked course with ANTH 3318 .) (MULT).

ANTH 5320. Rise of Civilization.

This course examines the components that led to the dynamic state societies in Egypt, Sumeria, the Indus Valley, and China in the Old World and that of the Olmecin Mexico and Chavin in Peru. (Stacked course with ANTH 4320 .).

ANTH 5322. Peoples and Cultures of Africa.

This course is a general introduction to the contemporary peoples and cultures of Africa. Students will examine the social structure, economy, political systems, and religions of African cultures in the context of the radical economic and social transformations affecting the area. (MULT).

ANTH 5324. Mexican American Culture.

This class is an exploration of Mexican American culture with an emphasis on the US-Mexico transborder region. The course integrates history, anthropology, and ethnic studies to capture the broad diversity of Mexican American experiences. Some of the topics covered include identity, social movements, Chicana feminism, transnational migration, spirituality, and cultural expressions such as visual art, film, music, and performance. (Stacked course with ANTH 3324 .) (MULT).

ANTH 5325. Medical Anthropology.

This course focuses on how illness identities are culturally constructed, how adaptations or maladaptations to local environments affect health, how political and economic forces influence health and health behaviors, and how the practice of medical anthropology can contribute to solving urgent health issues around the world.

ANTH 5326. Field Methods in Forensic Anthropology.

In this course students will learn how to locate, excavate and recover human remains, associated personal effects, and other materials in order to ensure legal credibility for all recoveries.

ANTH 5330. Curation of Archaeological Materials.

This course provides students with the skills to prepare archaeological materials for curation, which includes the processes and techniques used to stabilize and preserve organic and inorganic materials. This training can be used to gain certification in the field of archaeological curation.

ANTH 5332. Myths and Mound Builders.

This course presents an anthropological approach to the iconography of the Native Americans of the Southeastern Ceremonial Complex. (Stacked course with ANTH 3332 .) (MULT).

ANTH 5333. Research Design in Biological Anthropology.

This course provides students with an introduction to the principles and processes by which research projects in biological anthropology are devised and executed. It focuses on the issues of finding a topic to research, defining its scope and limitations, developing a research bibliography, and elaborating a research design.

ANTH 5335. The Anthropology of Native American Belief Systems.

In this course students use anthropological approaches to investigate past and present Native American belief systems in order to determine the temporal range and evolving complexity of Native American religious and ritual expression.

ANTH 5336. Community Research Project.

This course gives students the opportunity to conduct hands-on anthropological research on a variety of topics in local communities.

ANTH 5337. Theory in Linguistics Anthropology.

In this course students will be introduced to the major theories of linguistics through reading and discussing classic and contemporary literatures. Particular attention will be given to how the various theories have influenced linguistic anthropology.

ANTH 5338. Geoarchaeology.

This course will provide students with the knowledge and ability to interpret sediments and the nature of sediment accumulation at archaeological sites. The course will provide students with a foundation in sedimentology, natural depositional environments, weathering processes and soil development, stratigraphic analysis, archaeological site formation processes. (Stacked course with ANTH 3338 ).

ANTH 5339. Theoretical Concepts in Archaeology.

This course provides a broad survey of theory in archaeology as it is practiced throughout the world. It includes both historical perspectives and contemporary usage.

ANTH 5340. Paleoanthropology.

Critical review of the human fossil record from the appearance of the earliest hominins to the appearance of modern human forms. (Stacked course with ANTH 3340 .).

ANTH 5341. Gross Anatomy.

Students in this course examine the macroscopic structure of organs and soft and hard tissues in the human body. The course is divided into these units: back and thorax, neck and head, and upper and lower limb. Cadaver-based dissection labs accompany lecture topics.

ANTH 5342. Primate Behavior.

An organized course that examines current research in nonhuman primate studies from an anthropological perspective. (Stacked course with ANTH 3342 .).

ANTH 5343. Human Variation and Adaptation.

An organized course that examines human physical variation and adaptation from an evolutionary perspective.

ANTH 5345. Archaeology of Mesoamerica.

This course examines the development of early huntergatherers through the appearance of agriculture to the rise of civilization in Mesoamerica. (Stacked course with ANTH 3345 .) (MULT).

ANTH 5346. Bioarchaeology.

Bioarchaeology is the study of human skeletal remains in relation to the archaeological record. In this course students study theories and methods used in the analysis of archaeologically derived human skeletal remains to reconstruct patterns of subsistence, diet, disease, demography, biological relatedness, and the funerary activities of past populations. Prerequisite: ANTH 3381 with a grade of "C" or better or instructor approval.

ANTH 5347. Archaeology of North America.

This course examines human settlement of North America from the end of the Pleistocene to European discovery. (Stacked course with ANTH 3347 .).

ANTH 5349. The Incas.

The Incas were the largest Pre-Columbian empire in the Americas. This course will explore the origins of this civilization and how they conquered such a large area of South America. Using archaeological and historic information the class will examine various aspects of Inca society including religion, economics, and kingship. (Stacked course with ANTH 3349 ). (MULT).

ANTH 5350. Gender and Sexuality in Cross Cultural Perspective.

This course examines the relationships between women and men in societies around the world. (Stacked course with ANTH 3350 .) (MULT).

ANTH 5351. Anthropology of Peace and Violence.

This class explores anthropological perspectives on peace and violence. It focuses on understanding violent practices within both traditional and current day societies including everyday violence and warfare. It explores the contributions of social structure, gender, religion, race, and ethnicity to violence. It examines efforts to build peace and reconciliation.

ANTH 5353. Applied Cultural Anthropology.

This class focuses on how anthropology can solve practical problems in various disciplines, including behavioral health, education, human rights, community development, and business. Students will learn about client development, contract negotiations, project design, proposal writing, preparing deliverables, communicating results to a variety of stakeholders, teamwork, networking, and navigating ethical issues.

ANTH 5355. Seminar in Culture Theory.

An intensive examination of the principal theoretical positions in cultural anthropology, with an emphasis on the preparation of students with ethnographic analysis and fieldwork. (MULT).

ANTH 5356. Andean Civilizations.

This course is a survey of civilizations in the Andean region of South America. Using archaeological data the class will examine cultural developments in the region from the earliest hunters and gatherers to the Inca Empire, the largest state in the Americas at the time of European contact. (MULT).

ANTH 5357. Historical Archaeology.

This course is an advanced survey of historical archaeology methods and theories that will intensively examine current trends in historical archaeology. Students will also be exposed to the material culture from historic period archaeological sites in Texas and North America.

ANTH 5361. Qualitative Methods.

This course provides instruction on qualitative methods and analysis. Students will learn through a combination of lecture and hands-on activities how to design qualitative research projects; collect qualitative data through methods such as interviews, focus groups and observations; analyze this data; and present qualitative results.

ANTH 5363. The Art and Archaeology of the Olmec.

This course will present our current understanding of the art and archaeology of the Olmec culture, the earliest known civilization in North America. The Olmec culture is considered the influential foundation for later Mesoamerican civilizations such as the Maya and the Aztec. (Stacked course with ANTH 3363 .) (MULT).

ANTH 5373G. Research Design and Proposal Writing in Cultural Anthropology.

This course will familiarize students with the basic principles and practices of effective research design and proposal writing in cultural anthropology. Students will acquire a practical experience in formulating a feasible and creative research project, performing a rigorous literature review, planning to protect human research subjects, and giving/receiving constructive peer reviews.

ANTH 5373I. Anthropology in Practice.

This course introduces students to the application of anthropological ideas, methods, and skills in multiple employment sectors. Students will develop key job skills in communication, team work, networking, professional development, and project management.

ANTH 5373J. Dental Anthropology and Oral Biology.

The biological development of the cranio-facial structures will be presented with emphasis on hard tissue anatomy and diseases. Dental traits will be discussed in relation to human evolutionary concepts. Forensic methods that support identification of human remains are emphasized. This course is appropriate for anthropology students and pre-professional dentistry.

ANTH 5373K. Nonverbal Communication-Gestures.

Communication involves the use of ‘invisible’ words and gestures, or ‘visible actions.’ This course focuses on gestures, what they are, how they are used, what role they play in communication and in thinking, and their cultural underpinning. Students will learn the theoretical and methodological issues involved in studying different gestures across societies.

ANTH 5373L. Cultural Heritage Management.

This course introduces students to current problems and methods in the stewardship of cultural heritage, tangible and intangible, national and international. We will explore topics including ethics and law, development, tourism, public outreach and opinion, and ongoing threats to cultural heritage.

ANTH 5373M. Design + Anthropology.

This course will begin by exploring the anthropology of design, including the practices, implications, and expansion of design under contemporary capitalism. Students will then use this knowledge to examine the growing field of design anthropology and learn how anthropologists provide actionable insights and research for design work today.

ANTH 5373O. Seminar on Race in Biological Anthropology.

In this course students will learn where race concepts originated, examining the worldview and scientific mindsets that guided us into the 21st century. Students will explore how social race has become biological, drawing on literature from biological anthropology. Most importantly, students will explore pragmatic solutions in the context of anthropology research. Students will leave the course with an in-depth understanding of the role anthropology has played in current concepts of race and develop an informed scientific practice that they can apply.

ANTH 5374Y. Human Evolutionary Anatomy.

This course is designed to give students an anatomical background to the study of human evolution with a focus on the comparative anatomy of apes, living humans, and fossil hominins.

ANTH 5374Z. Curation of Archaeological Materials.

This course will examine the phenomenon or fundamentalism in a variety of religious traditions, both present and historical. Students will explore the political and social ramifications of fundamentalism in a world characterized by multiculturalism and globalization.

ANTH 5375. Advanced Methods in Skeletal Biology, Part I.

This course focuses on laboratory analytical techniques and data collection methods used to estimate the biological profile of modern, historic, or prehistoric human skeletal remains.

ANTH 5376. Advanced Methods in Skeletal Biology, Part II.

This course focuses on technical case report writing and evidentiary best practices in forensic anthropological analysis of human skeletal remains. In addition to biological profile estimation techniques, research methods and theoretical foundations used for trauma analysis and taphonomic interpretation will be reviewed. Prerequisite: ANTH 5375 with a grade of "C" or better.

ANTH 5381. Paleopathology.

Paleopathology is the study of ancient diseases and is an important tool for understanding of past populations. In this course we will survey the range of pathology on human skeletons such as trauma, infection, syphilis, tuberculosis, leprosy, anemia, metabolic disturbances, arthritis, and tumors.

ANTH 5382. Archaeology of the Earliest Americans.

This course focuses on the scientific story of the first Americans: where they came from, when they arrived, and how they met the challenges of moving across the vast, unknown landscapes of North America. Topics include exploring the hemisphere's oldest sites and how people coped with changing global climates.

ANTH 5385. Seminar in Anthropology.

This course introduces students to specialized areas of anthropological inquiry.

ANTH 5390. Directed Study.

Course of independent study open to individual students at the invitation of the faculty member with the approval of the department chair and the graduate advisor. Repeatable for credit.

ANTH 5395. Internship.

Under the direction of the thesis advisor and/or the internship coordinator, a student will conduct supervised work or research, related to a student’s professional development, at a public or private organization. This course may be repeated once for credit. Prerequisite: Instructor approval.

ANTH 5399A. Thesis.

This course represents a student's initial thesis enrollment. No thesis credit is awarded until the student has completed their thesis proposal.

ANTH 5399B. Thesis.

This course represents a student's continuing thesis enrollments. The student continues to enroll in this course until the thesis is submitted for binding.

ANTH 5599B. Thesis.

ANTH 5999B. Thesis.

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