SEL3349 : The History of Linguistic Ideas (Inactive)
SEL3349 : The History of Linguistic Ideas (Inactive)
- Inactive for Year: 2025/26
- Module Leader(s): Dr Geoffrey Poole
- Owning School: English Lit, Language & Linguistics
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
N/A
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
1. Familiarize the student with different approaches to the study of human language from antiquity to the present.
2. Examine the major intellectual and cultural trends of the societies in which these approaches were formulated.
3. Enable the student to appreciate both the role that intellectual and cultural contexts play in the development of theories of language and the impact that theories of language can have on intellectual and cultural trends.
Outline Of Syllabus
Topics typically covered include: language and linguistics in the Ancient Greek world, the relationship between language and thought, language as a sign system, the discursive construction of meaning, 19th century comparative philology and the rise of the 'Social' Sciences, the Linguistic Turn in 20th century analytic philosophy, Chomsky and the Second Cognitive Revolution
Learning Outcomes
Intended Knowledge Outcomes
Understanding of specific historical and current approaches to 'language' and 'languages'.
Awareness of the broad trends of Western European intellectual and social history from antiquity to the present as they relate to the study of human language.
Understanding of specific contexts in which certain theories arose.
Intended Skill Outcomes
The ability to read critically.
Constructive argumentation and critical evaluation of theoretical positions regarding the study of human/language cognition.
The ability to confront and engage with conceptual issues, problems and controversies in intellectual and social history.
The ability to relate general societal trends to specific theories of human language/cognition.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 70:00 | 70:00 | Open-ended nature of end-of-semester essay means significant research time required |
| Scheduled Learning And Teaching Activities | Lecture | 20 | 1:00 | 20:00 | N/A |
| Guided Independent Study | Directed research and reading | 1 | 60:00 | 60:00 | Independent study using reading lists and other online resources identified in module materials |
| Scheduled Learning And Teaching Activities | Small group teaching | 10 | 1:00 | 10:00 | N/A |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 3 | 1:00 | 3:00 | Essay consultation |
| Guided Independent Study | Independent study | 1 | 37:00 | 37:00 | General reading and research |
| Total | 200:00 |
Teaching Rationale And Relationship
Lectures introduce students to the knowledge and skill outcomes by providing contextual information and demonstrating close reading of scientific/philosophical texts. Seminars consolidate the skill outcomes through conceptual questions distributed for discussion and develop practical skills in essay writing. Private study is an important part of the programme, requiring both directed reading of the material in advance of lectures and as a follow-up to them, and also independently for planning and completing the extended final piece of work, which is on a topic of the student's choice.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 1 | M | 25 | 1000 word mid-term essay |
| Written exercise | 1 | A | 75 | 3000 word final essay on a topic of the student's choice |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Written exercise | 2 | M | 500 word essay |
| Written exercise | 1 | M | 250 word peer feedback exercise |
Assessment Rationale And Relationship
The formative essay checks initial understanding of the knowledge and (particularly) skill outcomes, and provides the material for a group feedback exercise conducted in seminar. The summative mid-module 1000 word essay follows on from the formative essay. Both of these essays are on specific topics provided by the module leader.
The end of semester essay, by contrast, has very open-ended titles, allowing the student to pursue a topic of personal interest in depth. Building on the feedback from the module leader and from peers on the previous exercises, it allows them to demonstrate their capacity to apply knowledge to new problems as well as to write clearly and concisely.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- SEL3349's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- SEL3349's past Exam Papers
General Notes
Original Handbook text:
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The information contained within the Module Catalogue relates to the 2025 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, staffing changes, and student feedback. Module information for the 2026/27 entry will be published here in early-April 2026. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.