5.4: Extension Activities

Extension Activity #1: Define a Word from a Different Linguistic Community

Once you have completed one entry based on a word you know well, you are now ready for the next challenge! You must find and define a word from a linguistic community other than your own. In order to do this, you will engage in a mini ethnographic study. You will identify the speaker you would like to work with and ask to interview them. You may either first select the speaker and then work with the speaker to select the right word to use for your entry, or you may first select the word you want to explore and then find a speaker who regularly uses that word. After your interview, you will complete your dictionary entry, including information about the linguistic community that most frequently uses this word. (Hints: consider using a grandparent, relative, or friend who speaks a different language than you. Select a word that is interesting because it does not have a direct translation in English.)

Extension Activity #2: Designing and Compiling the Dictionary

Once we have all of our entries, you will then be broken up into groups based on your interests. Your group will have a specific job as we design the dictionary and get it ready to go to printing. The jobs include the following:

Curating/Quality Control Experts:

As a class, we will decide: do all of the entries make it into the dictionary, or will we use a set of selection criteria to decide which ones make it into the dictionary? We will either design the selection criteria or the quality expectations as a class. Your group’s job will then be to either decide which entries meet the selection criteria or, if we are going to include all of them, make sure each entry meets the specifications we decided upon as a class. You will write letters to each student in your class letting them know about any revisions that need to be made before their entry or entries can be selected.

Organization/Arrangement Experts:

Once the final list of entries has been determined, your group will figure out what order is best for our dictionary. How should the words be organized to tell the most interesting story about American Language in 2016? Dictionaries tend to be alphabetical, but anthologies tend to be grouped around themes. Your group will present two detailed options for how we could organize the dictionary. With each option, you will provide a rationale and the pros and cons of that option. The class will then vote, or if your group advocates for one option, we might be persuaded to select the option you think is best.

Formatting Experts:

Your group will take everyone’s individual documents and will compile them into one document. You will determine the appropriate fonts, headings, and margins and compose a memo to the class enumerating and explaining each of your choices. You will share your draft and the memo with the class and get feedback on your choices from the other students, who may make requests that you change certain elements of the format.

Editing Experts:

Your group’s job is to make sure that a final comb-through is done of each entry and that all entries adhere to the grammar and punctuation guidelines of Standard English (except inside direct quotes). You are welcome to utilize outside resources to ensure that your editing job is professionally completed. This can include professor office hours, use of the Writing Lab or use of other resources.

Introduction Writers:

Your job is to write a 2-4 page introduction for our dictionary, explaining the project we undertook, and the outcome. In your introduction, you will explain the organization of the dictionary and why we decided to organize it as we did. You will also offer an overview and brief discussion about the variety of linguistic communities represented in the book.

Cover Designers:

Your job is to design the cover that best represents our dictionary. You will present two different possible cover designs to the class. Each cover design will be accompanied by a brief written explanation that discusses all of the artistic choices made in the cover and why they were made. The class will then vote on the cover they prefer, or ask you to make modifications and present us with a third option. If you would like the cover printed in color, you will need to offer a rationale that justifies the price difference between printing in color and printing in black and white.

Back Cover Designers:

You will study the back covers of other books and decide what you would like to include on the back of our dictionary. This may include: a summary of the dictionary and an explanation of the intended audience for the dictionary. It may also include quotes from others who have read the dictionary. You will decide! You will present your back cover and explain the choices you made to the class. You will then revise your back cover based on the feedback of the class.

 

Extension Activity #3: Reflecting on the Process

Once we have completed our dictionary and it has been published, your instructor may ask you to write an essay reflecting on your experience. Your essay may address your thoughts, frustrations, and challenges along the way; your experience working with your teammates; your assessment of the final product; a discussion of what you learned from completing this project; and a discussion of how you plan to transfer what you learned to other contexts (other courses, as well as other non-academic writing or speaking situations).