ClassPresentationGuidelines

PRESENTATIONS TO CLASS

These need to be self-explanatory documents that anyone of us can open up on their computer and work their way through and gain a better understanding of something than they would get via Fortson alone. Remember, you will NOT be there to explain anything, so make it self-explanatory.

Ideas for you to choose from (the idea is that first you do a, then b, then c, and then email me with your proposal):

a. Choose a language we are NOT covering (see schedule for what we are covering): then

b. choose some aspect of that language to explain. Use Fortson, Wiktionary, Wikipedia, etc.
Ideas:

c. take a set of Fortson's exercises and guide us through it thoroughly (a relatively easy way to define your project)
c. explain the physical evidence and texts we have for that language (using Fortson's material primarily): where possible, show us things Fortson doesn't (pictures, etc.)
c. explain an alphabet/syllabary/ideogram/cuneiform system used in that language, with examples (also a relatively easy way to define your project)

a. Choose one set of PIE sounds:

b. the voiceless stops OR the laryngeals OR the sibilants OR ..., maybe (i.e. a small set, maybe 3 phonemes that form a group)

c. track them thru several daughter languages, both that we have and we haven't covered.

come up with charts/illustrations AND example words to show the reflexes of those sounds in the daughter languages: it would be nice if you could also find English borrowed words that show those various daughter-language reflexes

a. strike out on your own and do something very specific that is very relevant to this class.

Whatever it is, describe it to me as specifically as you can in an email to me and Colton: I will respond with suggestions and you are off and running.

IMPORTANT: YOU SHOULD INCORPORATE SOME BRIEF ACTIVITY into your project, an assignment for your fellow classmates: it should not be too long. Think of it as one guided Fortson exercise in length. It should be an application of the material you present. It's a really good idea to have an example, or better yet, more than one, of the activity you assign (Fortson does not have enough examples and doesn't always explain them as much as some of us need).

Length? Well, that's hard to say, because we are not dealing with a traditional paper. I imagine most of these will be powerpoints (be sure to embed audio to explain them well) or some sort of other format that allows for charts and images and diagrams, etc. rather than paragraphs.

Explain the phenomenon really well and in sufficient detail so that other class members can understand it.

Think of it as the equivalent of the work for an 8-page researched paper, a serious chunk of thought and analysis and information.

Yes, you may work with partners to cover a larger swathe: but multiply the amount covered. If you work as a pair, think of it as a 16 page researched paper.

These will be due April 16. I will have the weekend to get commments and revision requests back to you. Then you will go live with them for the week of April 28. If yours is not ready for prime-time by then, yours will not be assigned.