(#16320, meeting times TTH 17:00-18:15, Keez 310)
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ENG417: Advanced Studies in Linguistics and the English Language (METAPHOR) (#16320, meeting times TTH 17:00-18:15, Keez 310) |
| Professor: EMAIL: Office: |
Prof. Sharon Cote cotesa@jmu.edu Keezell 209, Ext. 8-2510 |
Availability: | I am available during my office hours and by appointment. |
Description: This course explores the nature of metaphor and related phenomena (simile, metonymy, hyperbole,etc.), asking what metaphors are and why we have them, what makes them succeed or fail communicatively, what recurring patterns of metaphor there are and why, and how other linguistic or cognitive phenomena relate to or differ from them. We will also examine what these phenomena might say about the way either members of a particular culture or human beings in general conceptualize the world, about the extent to which we have "literary minds" in which thoughts are constructed with metaphors and stories. In considering these questions, we will discuss both creative or new metaphors and so-called dead metaphors, looking at contemporary and, to some extent, historical theories of metaphor to compare the questions they are trying to answer and to gain tools for hands-on experience exploring metaphoric language.
Objectives for the course include the following: for students to understand and be able to explain significant contempory theories of metaphor and related phenomena and to be able to describe how they differ both from classical approaches to metaphor and from each other; for students to be able to identify a variety of cognitive metaphors and to recognize their linguistic realizations, for students to understand theoretical stances on how other phenomena relate to metaphor; for students to have gained an increased ability to read and understand metaphor research; and for students to be able to apply one or more contemporary theories to an analysis of metaphoric language in a particular context.
Required Text: Kovecses, Zoltan (2010). Metaphor: A Practical Introduction, 2nd Edition.
Additional readings will be available on Blackboard.
Work and Grading: Questions/Terminology/Comments Assignments -- QTCs (15%), Other "Ungraded" Assignments (15%), Leading and Participating in Class Discussion(s) (15%), Short Papers (20%), Final Paper/Project (35%). In addition, regular attendance and participation is expected and is necessary for a successful seminar experience. If you must miss a class, you are responsible for the material and for doing any assignment due the next class period. All work must be turned in on time and in class except with permission, but you may skip one QTC and one "other" assignment without affecting your grade.
There is a QTC assignment for every reading. Other assignments, depending on their size, will be announced at least one class period before they are due and will be posted as links at the bottom of this webpage no later than the evening of that same day. (Links are named and ordered by the date they are due.) "Ungraded" assignments are graded only as an acceptable effort
(full credit) or an unacceptable effort (no credit). In other words, you won't be penalized for incorrect information, although you must (of course!) make an honest attempt at all parts of the assignment to get credit. QTCs that demonstrate a reasonable effort will get a check or a check plus (if they show careful reflection and, over the course of the semester, increasing sophistication) grade. An overall "100" for QTCs requires all but one to be submitted (with at least reasonable effort), and at least half to be check plusses.
Each student in the class will also be assigned at least one reading to prepare for class discussion, either alone or with a partner. The student(s) assigned a particular reading will have one or more meetings with me in advance of the scheduled discussion of the reading and will, with me assistance, prepare to lead the discussion on that reading. The overall class discussion grade will largely be based on this work, including level of understanding achieved, level of preparation for class discussion, and success taking a central role in discussion of the reading(s). Note, however, that regular participation in all class discussions is also expected.
In addition, as this is a advanced studies course, there will be at least two or three short (roughly 3-page) graded papers on specific topics and one significant research project/paper (roughly 18-20 pages). The design of research projects will be determined in class, with student input, and may include projects that involve working with a partner, but each student will write up a separate paper on the project.
Some of the tentative dates for the short papers and the final paper are included in the schedule below. If there are any date changes due to weather, adjustments in the course, or other special circumstances, they will be posted in this syllabus and announced in class.
Please read my course policies for additional details about grading and other issues. Note: As in all your courses, your work for this course is subject to the
JMU Honor Code.
Daily Schedule: (Note: This is a tentative schedule of what will be discussed in each class period.) You should have readings done before
the first class date on which they will be discussed.
| Date | Topic | Reading |
|---|---|---|
| 1/8 | "Taking the Road Less Traveled?" - An Introduction to the Course | |
| 1/10 | Shaking things up | Metaphor: Prefaces and Chap. 1 |
| 1/15 | "Clouds in my coffee...": common target and source domains | Metaphor: Chap. 2 |
| 1/17 | Getting to the Heart of the Matter | Metaphor: Chap. 3 |
| 1/22 | The Way They Saw It | "Metaphor in the Philosophical Tradition" and TBA? |
| 1/24 | Metaphor Savants - Metaphor in Literature | Metaphor: Chap. 4 |
| 1/29 | A Picture's Worth a Thousand Metaphors? -- Nonlinguistic Realizations | Metaphor: Chap. 5 |
| 1/31 | More on Metaphor in Literature | "Questions about Metaphor in Literature" |
| 2/5 | ** Note Change ** And Still More on Metaphor in Literature | "Questions about Metaphor in Literature" |
| 2/7 | Are We All in the Same Boat or is One Man's Metaphoric Meat Another Man's Conceptual Poison? | "Metaphor and Cultural Coherence" and Metaphor: Chap. 6 |
| 2/12 | NO CLASS -- *** But I will be available for paper questions during our usual class time, in our usual classroom | |
| 2/14 | Bits and Pieces and Bodies | Metaphor: Chaps 7 and 8 |
| 2/19 | First Short Paper Due -(***note change***) More Bits and Pieces and Bodies | continuing discussion of Metaphor: Chaps 7 and 8 |
| 2/21 | Another "view" | "A Deflationary Account of Metaphors" |
| 2/26 | **note change** More on that "view" | "A Deflationary Account of Metaphors" |
| 2/28 | Living in Harmony? | "Complementary Perspectives on Metaphor" |
| 3/5 | SPRING BREAK | |
| 3/7 | SPRING BREAK | |
| 3/12 | So why aren't these Metaphors: Metonyms and --Is This Like a Simile? | Metaphor: Chap. 12 and "On the Relation Between Metaphor and Simile" |
| 3/14 | Hyperbole and Other Linguistic Birds of a Feather? | "Metaphor, Hyperbole and Simile" |
| 3/19 | A Bigger Picture | Metaphor: Chap. 9 | 3/21 | A Closer Look at that Picture | Metaphor: Chap. 10 |
| 3/26 | An Even Bigger Picture? | Metaphor: Chap 11 |
| 3/28 | More on Boats? - universals and cultural variation | Metaphor: Chaps. 13 and 14 |
| 4/2 | (**NOTE CHANGE** -2nd short paper due)Can We "Blend" this all together? | The Literary Mind: Chap. 1 and Metaphor: Chap. 17 |
| 4/4 | Making Sense with Metaphors and Contextual Creativity | Metaphor: Chap. 18 |
| 4/9 | Workshopping | |
| 4/11 | The Problem with Language | "The Conduit Metaphor" |
| 4/16 | Workshopping | |
| 4/18 | Workshopping | |
| 4/23 | Workshopping | |
| 4/25 | Workshopping and overall perspective | |
| 4/30 | FINAL PAPERS AND PRESENTATION -- TUESDAY, APRIL 30th; by 4pm, location TBA | |
"Our ordinary conceptual system, in terms of which we both speak and act, is fundamentally metaphorical in nature." George Lakoff and Mark Johnson, Metaphors We Live By, 1980
Look here for assignments (other than QTCs):
