Course Syllabus
CD 361 SURVIVAL INFORMATION
(aka Syllabus)
Welcome Winter SURFERS, to CD 361, Class Number 10057. I am delighted to have you in the class. Here is the most current SURVIVAL INFORMATION you will need to start, conduct and finish the course (and live to tell about it).
STARTING THE CLASS: Class begins on December 21st , and you can work at your own pace within the Semester limits. BUT DON'T WAIT UNTIL THE LAST MINUTE! This leaves you no time to make corrections; or recover assignments lost to Russian and/or North Korea hackers, in time to be computed in your final course grade. The designated dooms day due date deadline for submitting all Class Assignments will be 8.00 a.m.January 22nd !
CLASS MEETINGS: For this Online Course, there are no scheduled meetings on line or off line.
INTRODUCING YOURSELF: Please send me an email message (ed.hall@csun.edu) with the following logistical information
1) Your full name and gender (like male, female or professor):
2) Your Major and Student ID number (if you have one):
3) Your phone number (Optional):
4) Your age (put down 16 if this is "top secret" information):
5) Whether or not you have had, have now, or plan to have children in the home:
6) Your present profession and/or professional goal(s):
7) Any languages other than English you may speak.
8) And any handicaps you may have (like no computer or worse yet, a pathologic aversion to bad jokes).
ACCESSING THE COURSE: This course has just recently been squeezed into CANVAS. As a result, some rather weird errors may have been created. When you come across them, please let me know and I will address them as quickly as possible. The course as it existed outside of CANVAS can be viewed at -- http://www.csun.edu/~vcoao0el/webct/cdshome.html
To Access to the Ten Multiple Choice on line Tests to complete Course Requirement #1, however, it is necessary to go through CANVAS.
CLASS REQUIREMENTS—In this course, there are FOUR CLASS REQUIREMENTS. In reality, when you finish these, you are finished with the course: The first Class Requirement evaluates your knowledge of the Course Material. The remaining three Class Requirements are exercises in Information Competency relative to obtaining, evaluating, integrating and reporting information on Language Development, both from the professional literature and from the Internet.
CLASS REQUIREMENT # 1--TEN TESTS TAKEN ONLINE: There are TEN open book Multiple Choice Tests in the course. These must be taken and submitted through Canvas. These Tests can be taken whenever you feel ready to do so within the confines of the semester. You can take these Tests one or more at a time depending on your preference. And here's another weird feature of this class. You can retake these Tests as often as you wish if you don't feel comfortable with the score you achieved. Of course there is a downside. When you receive your score on a Test, CANVAS may not inform you as to which questions you missed! That is outrageous, but the intent here is to encourage students to re-read the material and thereby recognize the questions they had originally answered incorrectly. And then again, CANVAS may tell you as it seems to have a mind of it's own. On the upside, I will keep your highest scores, so you have nothing to lose but the quality of life and your sanity.
It is interesting to note that my graduate assistant before she was fired, noted that students are able to access all the Tests immediately and even print them out and use them as a study guide. Since I don't have a grad assistant anymore and hence, don't have time to check these things out, you should be guided by the old HAWAIIAN proverb: if you can get away with the poi, DO IT. So I highly recommend you do that! It may help to reduce your anxiety in an otherwise brutal course.
When you take a Test for real, Canvas should immediately give you your score and you can decide if you want to retake it or not. You can retake a Test as many times as you have the patience to do, or to keep yourself occupied if you have nothing else less satisfying to do on a Saturday evening.
CLASS REQUIREMENT # 2--A 1500 WORD MINIMUM TERM PAPER: A term paper of no less than 1500 words (you can have as many over that amount as you wish). This will be written on a Topic that you should select from a list of Language Development Hypotheses listed at the end of this Syllabus. This list is also available in the Class Requirements Section of the online CD 361 Course. This is accessible from the Table of Contents at the beginning of the Course. The Term Paper is to present a discussion based on a minimum of three articles, books or chapters in a book (excluding the class Text, of course), that describe, or support or refute the hypothesis you have selected from the list. A minimum of three citations (you can have as many above that number as you wish) with references in APA format will be included at the end of the paper. An example of APA format is also provided in the Class Requirements Section of the online Class. Only the references need be in APA and not the whole paper.
Also, at the end of the paper you should include a short Appendix, which will answer three questions: 1. What were the databases, if any, that you used to find each article or book; 2. What was the search strategy you used (i.e., the search words you used) in each database to find the articles; and 3. Was each article that you cited an example of Primary or Secondary research? The Term Paper should be submitted as an assignment BUT also emailed to the instructor to Dr. Hall (ed.hall@csun.edu or ehall@csun.edu), for back-up purposes, both as an attachment and as text copied and pasted directly into the email message.
CLASS REQUIREMENT # 3--Multiple Choice TEST DEVELOPMENT PROJECT: You, yourself, will develop a Test including 30 Multiple Choice Questions and their Answers derived from the Textbook Reading. Three questions will be developed from each of the Ten Chapters in order from 1 to 10. If your edition does not have a Chapter Ten (and the 6th Edition doesn't), then use the Appendix as Chapter Ten. In addition to indicating the answer to each question, you must also include the page number in the Text that you used to develop the question. Each question should have a grammatically correct statement or question followed by five (5) optional choices (A through E), of which one will be indicated in some manner as the correct answer.
ONE annotated citation, which is simply the Class Text, will be included at the end of the 30 questions. The annotation part should reflect one thing you learned from the Text that you thought was worthwhile or at least interesting. For more details on how to write an annotated citation, see the discussion and samples provided in the Class Requirements Section CD 361 Online. The Oviatt Library online also gives instructions on APA format. For this assignment, however, only the references need to be in APA format—not the entire paper. The Thirty Question Test with the Answers and Page Numbers, and the annotated reference should be submitted to CANVAS as an assignment BUT ALSO emailed to the instructor (ed.hall@csun.edu or ehall@csun.edu) both as an attachment and as text copied and pasted directly into an email message.
CLASS REQUIREMENT # 4--TECHNOLOGY APPLICATION AND PRACTICE: An Annotated Bibliography will be developed including Five (100 word minimum for each) Annotated Citations. With the exception of the first, these references will be based on topics obtained from the Language Development Hypotheses in the list provided at the end of this survival document, and again in the Class Requirement Section online. You may use the same Topic for all, or different Topics for each. The choice is yours.
The First annotated citation will be on the Topic of the "Legal and Ethical Dimensions of the Use of Information." This information can be obtained from the Internet using a search engine such as ONE SEARCH on the Oviatt Library Home page. The annotated citation should be in APA format as much as possible, and should include the URL (address) of the Internet site; or a citation of the book or article if that was used. The annotation should provide a short overview of the article and/or list the most critical points. Please note that this one citation can relate to any topic and not only Language Development.
The second two of these citations will be full Text articles or books obtained through Databases of professional books and journals available at, or online through the CSUN Library. I recommend using ONE SEARCH on the Oviatt Library webpage. These citations will be reported in a APA format as much as possible. Included in the annotation portion of each citation will be a paragraph, which briefly (like in a few sentences) summarizes the article (you can usually get this information from the abstract), and answers following questions. If the answer is not available, you simply state that fact:
1. What is the background (authority) of the author (viz., degree and type of education, affiliated institution, history of research in the area as perhaps reflected by past articles in the bibliography)?
2. Who is the intended audience (i.e., professionals, laypersons, women etc.)?
3. How does this work compare or contrast with others you may have cited or be aware of? If you are not aware of any others, simply state that as the situation.
4. What is the scope and relevance of this work to the selected topic (hypothesis)? What the heck do I mean by that? Well, is it highly or only vaguely relevant to the hypothesis; and is it of minor or major importance.
The Last Two citations will be obtained from websites on the Internet using any search engines but as before, ONE SEARCH on the Oviatt Library Home Page should do just fine. These citations will follow an APA format as closely as possible, including the URL information. Included in each citation will be a paragraph, which briefly summarizes the site, and addresses the following questions related to, for the purpose of this exercise, the voracity of the Website. If the answers are not available in the site information, which may often be the case, simply state so and move on:
1. Is the site owner/manager's identity available and is it associated with a reputable organization, company or educational institution?
2. What is the background (authority) of the author (viz., degree and type of education, affiliated institution, history of research in the area as perhaps reflected by past articles in the site bibliography. If this information is not available, simply state that fact.)
3. What is the level of objectivity? For example, are there advertisements on the site related in anyway to the topic?
4. Is the Website current? Cues to the contrary, for example, include broken or expired links and/or no posting date or updated notations.
5. Is the information correct; error free, verifiable, and/or backed by full citations?
This annotated bibliography may be submitted as an assignment BUT also emailed to the instructor (ed.hall@csun.edu or ehall@csun.edu), for back-up purposes, both as an attachment and as text copied and pasted directly into the email message.
GRADES: Please note that this course is not graded on a (+) or (-)
scale. Only straight letter grades are used. The major determiner of the grade will be the Score on the Ten Tests. If you averaged 17 or
greater on the 10 Online Tests, and you have received Full Credit for
each of the other THREE Class Requirements, your final course grade will be an "A." If your average was 130 to 169, you will fall into the "B" range; and if your average was 80 to 129 you are in the "C" range. An average of 30 to 89 is a "D." If you finish the class early, which you may choose to do, the grades will not be submitted to Admissions and Records until the close of the semester. Failure to complete or receive Full Credit on Class Requirements 2, 3 and 4 would result in a lowering of the Final Course Grade by one letter each, as determined by Test Scores on Class Requirement #1.
MAKE SURE YOUR NAME IS ON ALL YOUR EMAIL MESSAGES
SO I AM SURE TO GIVE YOU THE CREDIT for the work! Because we are a Second Class University, I don't have a copy of Word Perfect. I am using Microsoft Word (PC and/or MAC). If you are not using this as a word processor, I again advise you to send your assignments not only as attachments but also to copy and paste them directly into the email message itself. Don't worry if the format is tweaked a lot. My grad assistant is not here anymore and I am really not discriminating enough to notice the difference. Incidentally you might not know that as enrolled CSUN Students I believe you can obtain a FREE copy of Microsoft Office including Microsoft Word through your CSUN Portal
THE CLASS TEXT: The text for the course is "Born to Talk" by Hulit and Howard. There are a number of editions out there now. Any one of them will work with some minor adjustments, but the 7th is highly recommended. You can get an e-copy at Amazon for half the price. Earlier editions have rotated chapters and may miss a few of the more recent concepts. This text can be obtained on line through the CSUN Campus Bookstore. You should look under the heading Communicative Disorders (CD) 361 Lang Dev.
When you get to the bookstore on-line site and work your way through the procedure of identifying the book, remember that this Department is called "CD." The class is 361 or just plain CD 361. I believe you can also rent a copy of the Text, if not from the Bookstore, then from Amazon or Pearson Publishing.
Born to Talk: An Introduction to Speech and Language Development, Enhanced Pearson eText -- Access Card, 6/E . (ok but not required for this Class)
Hulit, Fahey & Howard
ISBN-10: 0133585255 • ISBN-13: 9780133585254
©2015 • Access Code Card, 480 pp (ok but not required for this Class)
- See more at: http://www.pearsonhighered.com/educator/product/Born-to-Talk-An-Introduction-to-Speech-and-Language-Development-with-Enhanced-Pearson-eText-Access-Card-Package/9780133783759.page?utm_campaign=6011473&cmpid=6011473&WT.mc_id=6011473&WT.dcsvid=418775891&RMID=LIVE_Deploy_CC_SOC&RIID=418775891#sthash.OW4vxjVd.dpuf
TOPICS COVERED IN THIS COURSE (but not the Topics you will use for your term paper. Those are listed at the bottom):
The Catalog Course Description: Study of oral language development in children and the bases for speech and language problems. Provides layperson awareness of the various dimensions of speech and language development; the milestones observable within the normal developmental sequence; and the identification, consequences and management of speech and language disorders (Available for General Education, and meets the Information Competency Requirement).
Topic 1: What Language isn't...(Communication modes that are not language)
Topic 2: What Language is...(How Language differs from other forms of communication.
Topic 3: The "Guts" of Language...(What the NEUROLOGICAL PROCESSES supporting Language are)
Topic 4: Oral Language is a Bag of Air...(How the PHYSICS of the Environment is
responsible for Speech and Oral Language.)
Topic 5: Hearing to Speak of...(The ANATOMY and PHYSIOLOGY of HEARING and THEIR role in language development)
Topic 6: NEUROLOGICAL PROCESSES IN Perception and Language...(The role of Perception in language development)
Topic 7: Concepts and Language...(The role of NEUROLOGICAL CONSTRUCTS CALLED CONCEPTS in language development)
Topic 8: Thought & Language...(How Language and the Thought processes interact...Language and Culture, Dialects & Accents and the Educational Implications)
Topic 9: Memories are made of these...(The role of NEUROLOGICAL Memory structures in language development)
Topic10: Milestones of Speech Development...NEUROLOGICAL Windows of Opportunity to facilitate Speech and Language Development.
FINISHING THE CLASS: There are no deadlines except for the end of the Semester. Hence, for this Semester, the DESIGNATED DOOMS DAY DUE DATE DEADLINE for submitting everything (tests, re-tests, papers, and anything else) is 8.00 a.m.January 22nd. Miss it (shudder) and your computer may immediately be turned into a pumpkin and your mouse into a glass slipper (make that a boot if you are a guy). (Actually, that's better than the computer I have on my desk, and I don't really deduct any points if you are late, but you run the risk after that of having the grades evaluated and turned in without that input). It's a fact that when the Dean's secretary, who is 395 lbs of "Ms. NOT NICE,"(see selfie below)
comes physically to the Department and demands the grades, I turn what I have in immediately. It just makes it so hard to type when she bends your thumbs around your wrists. Actually, I'm still using my two pinkies from last semester's stretch and havingatough timehittingthe spacebar. You can turn any Class Requirements, including the multiple choice questions from the Text, anytime--or at the end of the semester. The choice is yours.
Incidentally, you are welcome to ask questions anytime during the Semester if you can catch me in my office at the Junior College of Tropical Agriculture in Barrows Alaska (and at CSUN on Mondays through Wednesdays from 1:00 to 3:00 in Monterey Hall, Room 331). I can also be reached by phone (818 677 6528); and you can always email me at ehall@csun.edu or ed.hall@csun.edu . Warning--The reason there are two email addresses for me is because I was diagnosed in 2001 by the University Psychology Department as having a split or double (Dr. Jekyll--Mr Hyde*) type personality. Just be sure, of the two, if you use the "Mr. Hyde" email address not to include your own name or return address. But in all other cases, when you turn in any Tests or Class Requirement materials, don't forget to include your name and your correct email address. You don't have to use your CSUN email address if you wish, but if you do, please don't forget to include the word "my." before the "csun.edu" part, as in john.doe.8@my.csun.edu.
Without the "my" in your return email address, your Class Requirement Results will not reach you, and may be diverted to the CSUN Provost's Office for further investigation as a suspicious case-- possibly Russian or worse yet, a ME TOO spy.
IMPORTANT:
Information Competency Exercise: Language Development Hypotheses (TOPICS) List to select from for the Student Research for the Term Paper (Class Requirement #2), and the Annotated Bibliography (Class Requirement #4). You are free to use one Topic for all or different Topics for each, or any combination of the two (if this makes any sense.)
1. The effects of watching television for young children are detrimental to l language development.
- The number of siblings and their position in the family in terms of birth effects language development.
- Increased opportunities to experience (play with) many objects as a young child is beneficial to concept (and hence) language development.
- Letting the infant cry at night so that she/she will learn to sleep all night long is detrimental to language development if not the psychological development of the baby.
- Exposing the child in the first five years of life to classical music like Bach and Beethoven is beneficial for cognitive and/or language development.
- The more you talk to a child in the first five years, the better cognitive and/or language development will be.
- Children who are read to (or who read) have better imagery and/or language development than children who watch Television.
- A plentiful diet of sugar based cereals, soft drinks, pastries, cookies, and/or fast foods, is developmentally detrimental to a child's ability to sustain attention.
- Reading to a child every day (even an infant) is beneficial for language development.
10. A baby, who immediately after birth is allowed to remain with the mother rather than being immediately put in a nursery, will demonstrate more vocalization in later months.
11. Babies who are not touched will perish at worst or have diminished brain development at best.
12. Children who watch Television spend less time reading or drawing than children who don't.
13. Children with stay-at-home moms (or dads) have better language development than those having parents who both work away from the home.
14. Sustained middle ear infections among children from birth to 5 years will have a detrimental effect on language development.
15. Learning to read and play music facilitates attention of all kinds--(focused, sustained, selective, alternating and dual).
16. For the normal baby, being exposed to two, three or more languages simultaneously is a good policy for language development.
17. A person's first language can not be acquired after puberty.
18. Parrots, porpoises, and/or primates do not acquire language .
19. Children have better eidetic imagery than adults.
20. Syntax is only found in human communication.
21. (Wild Card) You develop a hypotheses and then do the research for your report. But be sure to clear this with the instructor first.
(Please note that you don't have to prove the hypotheses one way or the other. Just discuss the pros and cons as you see fit. Excluding the first, you may address all references to one Topic, or use separate Topics for each reference)
NOT SO IMPORTANT:
For Foreign Students and Tropical Agriculture Majors: The term Jekyll and Hyde, now a part of our common language, can be found in most dictionaries. For example, Random dictionary definitions of Jekyll and Hyde include:
1) One who has quasi-schizophrenic, alternating phases of pleasantness an unpleasantness.
2) A person having a split personality, one side of which is good and the other evil.
3) This phrase refers to a person who alternates between charming demeanor and extremely unpleasant behavior.
4) The qualities of some professors at a second class University. This character pattern, which originated in the literary works of Stevenson, revolves around the experience of a Dr. Jekyll, who after drinking a health drink he concocted from tomato juice, dried yeast, beet root powder, Spiralina and Cod Liver Oil, turned into a living monster, whom he named Professor "Hyde" (which was really a distortion of the word "Hall" because Stevenson had a severe speech impediment). The pronunciation of the word "Hyde" in recent years has been corrected in areas of academia, where, for example, many buildings on University Campuses are named after Professor Hyde, more correctly pronounced now "Hall," such as in Monterey Hyde (now Hall).
Stay alert this Semester and survive!!!
Dr. Hall (as in Hyde)
Have a wonderful Semester
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