〚LOGIC, LANGUAGE, & LEARNING LAB 〛
LIN 231: Advanced Syntax
Tue + Thu 3:10-4:30pm
Syntax: Theory vs. Data
empirical foundations, constituency, part of speech, arguments vs. adjuncts, grammatical functions
Müller's Introduction to Grammatical Theory
Textbook Ch. 1
Chomsky (1965) Ch.1
Mahowald et al (2016)
Finite State Grammar, Phrase Structure Grammar, the X̄ Schema
Müller's intro to PSGs
Müller's intro to X̄
Textbook Ch. 2
Ding et al. (2017)
Ch. 2 Comprehension Questions and Exercises
Frank & Christiansen (2018)
Government and Binding Theory
the T-model, theta criterion, case principle
Müller's intro to GB part I
Müller's intro to GB part II
Müller's intro to GB part III
Textbook Ch. 3
Ch. 3 Comprehension Questions and Exercises
Koopman and Sportiche (1991)
basic architecture, valence, feature checking, agreement, little-v, move, merge
The Minimalist Program: Achievements and Challenges
Textbook Ch. 4
Collins and Stabler (2016)
Ch. 4 Comprehension Questions and Exercises
Generalized Phrase Structure Grammar
Haed-feature convention, meta-rules, feature descriptions, Structure sharing, cyclic structures, unification
Müller's intro to GPSG
Textbook Ch. 5+6
Yang et al (2017)
Ch. 5+6 Comprehension Questions and Exercises
Jackendoff & Wittenberg (2014)
Lexical Functional Grammar
constituent-structure, functional-structure, completeness and coherence in LFG
Müller's intro to LFG
Textbook Ch. 7 |
Asudeh & Toivonen (2009)
Hopper and Thompson (1980)
Ch. 7 Comprehension Questions and Exercises
rules, forward application, backward application, lambda calculus
Müller's intro to Categorial Grammar
Textbook Ch. 8
Ch. 8 Comprehension Questions and Exercises
Keenan and Comrie (1977)
Head-Driven Phrase Structure Grammar
Feature Structures, Head-Complement Schema, Linearization rules, Projection of head properties, Inheritance hierarchies and generalizations
Müller's Intro to HPSG
Textbook Ch. 9
Sag, Wasow, Bender (2002)
Müller and Wechsler (2014)
Ch. 9 Comprehension Questions and Exercises
Sag et al (2019)
Constructions and sub-constructions, the head-complement construction, variants of construction grammars
Goldberg: Good enough language production
Textbook Ch. 10
Kay and Fillmore (1999)
Fillmore, Kay, O'Connor (1988)
Ch. 10 Comprehension Questions and Exercises
nucleus and satellites, No-tangling principle, No-dangling principle, and Sentence-root principle
Manning Dependency Parsing Video
Textbook Ch. 11
de Marnaffe and Nivre (2019)
Futrell, Mahowald, Gibson (2015)
Ch. 11 Comprehension Questions and Exercises
Manning et al (2020)
Textbook and Learning Tools
Textbook and Readings
by Stefan Müller
, mainly for announcements and assignments (quizzes)
"Depth Readings" are largely chosen from
this list of "Must-Read Syntax Papers"
this twitter thread
Piazza tab on Canvas for (possibly anonymous) questions, comments, and discussions.
Introduce the foundations and status of current syntactic theories
Practice basic syntactic analysis and formal modeling
Introduce some computational and psycholinguistic applications
Practice critical and scientific thinking
Discussion Forum, Argument Maps, Final Paper
Post questions, response to questions, or comments about the week's readings on the Canvas Discussions Section. 10 discussions (1 per week) each 0.5%
Pick a paper from the "Depth Reading" column. Read it carefully, summarize its argument, and present it in class. Take a look at
this introduction to argument maps
to see how you can use this method for your presentation
10 weekly comprehension questions and exercises from the textbook each worth 4%
A two page abstract modeled as a submission to a conference like NELS or WCCFL.
Write a 1-page peer-review of a midterm abstract assigned to you. Read
the golden rule for peer-reviews here
Brian Lucey's tips on writing peer-reviews
Expand your abstract to a 6-10 pages paper similar to a conference proceedings paper.
Late assignments will be graded as though they were not late, but then 5% of the grade earned will be deducted for each day the assignment is late, with a maximum penalty of 50%. All late work must be turned in by the Friday before your final exam. This policy can be waived if lateness is due to medical reasons or other special circumstances.
Submit your assignments using
. Files should be in PDF. Typed assignments should use Times New Roman (12pt), 1 inch margins, 1.5 line spacing. Handwritten assignments must follow similar margins and spacing and must be legible. If the answer cannot be determined due to illegibility, no points are assigned to that answer. Do not include your name or any identifying information in the assignment. In order to avoid grading biases, assignments are graded anonymously.
We use the following grading scale:
A+ = 100-97 A = 97-93, A- = 93-90, B+ = 90-87, B = 87-83, B- = 83-80, C+ = 80-77, C = 77-73, C- = 73-70, D+ = 70-67, D = 67-63, D- = 63-60, F = 60-0.
For any submission, if you believe there have been grading mistakes, you can ask for re-grading. The assignment will be graded by a new grader and the second grade will be recorded.
We follow the
UC Davis code of academic conduct
. You are permitted to work together on the assignments. However, you must write up and submit your own unique assignments.
Students who may need an academic accommodation based on the impact of a disability must initiate the request with
the UC Davis Student Disability Center
. Professional staff will evaluate the request, recommend reasonable accommodations, and prepare a letter of accommodation for the faculty. Students should contact the SDC as soon as possible since timely notice is needed to coordinate accommodations.
Addressing the Instructor
I prefer Masoud and he/his/him for pronouns. No titles or last name needed.
We believe that our class benefits enormously from you sharing your thoughts and questions. Your background, life experiences, knowledge, thoughts, and ideas make you unique, and our classroom diverse. This diversity of perspectives is the foundation of learning in a classroom. At a larger scale and within a scientific community, it is also a major contributor to scientific progress. Therefore, sharing your thoughts and questions can help us learn and build a wider, stronger community of scholars.
Some of you may worry that your classmate's asking questions and sharing ideas may disrupt the class progress. Judging when to ask a question or share an idea is tricky but also part of education. Instead of discouraging it, we would like to practice it together. Here is flowchart that you might find useful. Ultimately, we trust your judgments.
We genuinly believe that there are no "stupid" questions in a classroom. The point of going to a class is to learn together and questions are our best tool to achieve that. It is easy to show that your question will help us learn no matter what. Your question is either:
(1) not framed well; in which case you give us a chance to explain the topic better. Chances are we did not explain it well the first time and many of your classmates are wondering about it too.
(2) framed well and has an answer we know; in which case we can help you as well as your classmates who have the same question learn it too! You have also helped us consolidate our knowledge by explaining it again.
(3) framed well but has an answer we do not know; in which case we can find the answer together and your question has helped all of us learn!
(4) framed well and does not have an answer yet; in which case you found a research topic someone can start working on and benefit the field!
As you see, your question has helped our learning either way. So please ask!