CLA 30 Schedule

8/10/15  

1  

Classics  30  August  11,  2015                      -­‐The  Development  of  English  -­‐Dic@onaries  -­‐Unit  2   First  page  of  Beowulf,  

a  famous  Anglo-­‐Saxon  Poem  

Today’s  Goals                          

•  To  go  over  last  week’s  quiz  •  To  go  over  Unit  2  •  To  review  the  origin  and  development  of  English  

•  To  learn  about  dic@onaries  •  To  learn  some  biology  morphemes  

Some  Review                          

•  Around  the  year  1  C.E.  –  Rome  controls  the  area  of  the  Mediterranean  Sea.  –  Greek  is  the  dominant  language  in  the  eastern  Mediterranean.  –  La@n  is  increasingly  the  dominant  language  in  the  western  

Mediterranean.    

The  Roman  Empire  in  37  C.E.  

Some  Review                          

•  In  the  year  1  C.E.,  in  Central  and  Western  Europe,  Cel@c  languages  are  spoken.  –  The  Romans  conquered  most  Cel@c  speakers,  and,  eventually  over  the  centuries,  La@n  replaced  the  Cel@c  languages  in  many  areas  where  Cel@c  had  previously  been  spoken,  including  France,  Spain,  and  Northern  Italy.      

Britain                          

•  In  Roman  @mes,  Britain  was  inhabited  largely  by  Cel@c  speakers.    

•  The  Romans  conquered  much  of  Great  Britain  in  the  middle  part  of  the  first  century  C.E.  

•  It  appeared  possible  that  Great  Britain,  like  France  and  Spain,  would  become  La@n  speaking,  but…    

Roman  Britain  

Hadrian’s    Wall  

Germanic  Peoples                          

•  To  the  north  of  the  Roman  Empire  in  the  year  1  C.E.  lived  Germanic  tribes  that  had  been  expanding  for  centuries.      

8/10/15  

2  

German  Incursions    into  the  Roman  Empire  

•  In  the  fourth  century,  large  numbers  of  Germans  entered  the  Roman  Empire—o]en  peacefully.  

•  Many  were  fleeing  the  Huns,  an  aggressive  non-­‐Germanic  people.  

•  O]en,  however,  things  got  ugly  between  Romans  and  Germans.        

The  Roman  Withdrawal  from  Britain                          

•  The  Germanic  Visigoths  posed  a  par@cular  problem  in  the  late  fourth  century  C.E.  and  the  fi]h  century  C.E.  

•  They  even  sacked  Rome  under  their  king,  Alaric,  in  410  C.E.  

•  It  is  in  this  period  that  the  the  Romans  abandoned  Britain.  

Alaric,  King  of  the  Visigoths,    Sacker  of  Rome  

German  Entry  into  Britain                        

•  Germanic  people  began  to  enter  Britain  around  the  @me  the  Romans  withdrew.      

•  The  historical  record  is  unclear  when  exactly  the  entry  began  and  how  it  proceeded.  

•  Ques@onably  reliable  sources  talk  of  three  Germanic  tribes  coming:  the  Angles,  Saxons,  and  Jutes.  (Most  scholars  believe  other  Germanic  peoples  also  came)    

•  Such  sources  also  give  the  date  of  their  arrival  as  449  C.E.    

Homelands  of  the  Angles,  Saxons,  Jutes  and  other  Germanic  tribes    

that  may  have  invaded  Britain      

The  Beginnings  of  English                        

•  The  Germanic  language  these  people  came  to  speak  in  England  we  now  call  Anglo-­‐Saxon  or  Old  English,  spoken  approximately  from  400  to  1100  C.E.      

•  Anglo-­‐Saxon  gradually  replaced  Cel@c  languages  in  much  of  Great  Britain,  but  how  long  that  took  and  how  it  occurred  is  uncertain.    

•  Vikings,  speakers  of  another  Germanic  language,  arrived  in  a  second  wave  of  Germanic  invasion  star@ng  around  800  C.E.  and  las@ng  some  200  years.      

Vikings  invade  Britain  

The  Beginnings  of  English                        

•  Most  scholars  believe  that  Cel@c  did  not  influence  the  development  of  English  greatly  (though  a  minority  of  scholars  disagree  with  this  conclusion).*  

•  It  is  generally  agreed,  however,  that  Norse,  the  language  of  the  Vikings,  influenced  English  greatly.    

*  

Alfred  the  Great,  Anglo-­‐Saxon  King  

who  defeated    the  Vikings  in  Britain  

I  wish  we  had  @me  to  talk  about    possible  Cel@c  influence  on  English–it’s  an  interes@ng  topic.  

The  First  Wave  of  La@n  (and  Greek)  into  English  

•  Chris@anity  had  existed  in  Britain  from  Roman  @mes  and  survived  among  Britain’s  Cel@c  inhabitants.  

•  The  Anglo-­‐Saxons,  who  were  not  Chris@ans  originally,  were  converted  around  600  C.E.  

•  The  language  of  Chris@anity  in  Western  Europe  was  La@n  (with  many  Greek  loanwords),  so  La@n  and  Greek  words  begin  to  enter  English.  

•  Examples:  abbot,  altar,  apostle,  candle,  clerk,  mass,  minister,  monk,  nun,  pope,  priest,  school,  shrive.    

Ethelbert  of  Kent,  first  Anglo-­‐Saxon  King  to  become  a  Chris@an  

8/10/15  

3  

The  Next  Wave  of  La@n  into  English                        

•  The  Normans  were  originally  Viking  invaders  who  selled  in  northwestern    France.    

•  In  France  they  became  French  speakers.    •  In  1066,  William  the  Conqueror,  a  

Norman,  conquered  England.  •  For  the  following  two  centuries,  England  

was  ruled    by  French-­‐speakers.    •  The  result  was  a  flood  of  French  words  

into  English.  •  French,  of  course,  is  language  derived  

from  La@n,  so  this  is  the  second  great  wave  of  La@n  influence  on  English.      

William  the  Conqueror  

Middle  and  Modern  English                    

•  The  period  of  Old  English  or  Anglo-­‐Saxon  comes  to  an  end  with  the  Norman  Conquest;  conven@onally,  we  say  that  the  period  of  Old  English  ends  and  the  period  of  Middle-­‐English  begins  in  1100  C.E.    

•  We  conven@onally  date  the  end  of    Middle  English  and  the  beginning  of  Modern  English  to  1500  C.E.    

•  This  corresponds  to  the  introduc@on  of  the  prin@ng  press  to  England  by  William  Caxton  in  1476.    

William  Caxton  

Dic@onaries:  Varie@es  

•  There  are  many  dic@onaries  of  English.  –  “American”  versus  “interna@onal”  dic@onaries  

(now  o]en  called  “U.S.  English”  and  “world”  dic@onaries)  

–  “Prescrip@ve”  versus  “descrip@ve”  dic@onaries.  –  Over  the  last  few  decades,  a  number  of  “learners”  dic@onaries  have  appeared.  •  These  are  designed  for  non-­‐na@ve  speakers  of  English  and  try  to  give  informa@on  on  usage  that  na@ve  speakers  do  not  use.    

–  “Webster’s”  is  a  confusing  term  •  Noah    Webster  produced  the  first  United  States  (“American”)  dic@onary.  

•  Several  modern  American  dic@onaries  call  themselves  “Webster’s”  because  in  some  sense  they  descend  from  Noah  Webster’s  dic@onary.    

–  What  malers  is  the  publisher.    

Dic@onaries:  Important  Publishers  for  the  U.S.  Market  

(this  list  excludes  several  important  publishers  not  popular  in  the  U.S.)  •  Oxford  University  Press  (produces  Oxford  English  Dic:onary  [OED],  the  

defini@ve  English  dic@onary)  •  Merriam-­‐Webster  (produces  the  Webster’s  Third  New  Interna:onal  

Dic:onary.”  This  dic@onary  and  its  shortened  versions  are  usually  what  people  mean  when  they  use  the  term  “Webster’s  Dic@onary”)  

•  Houghton  Mifflin  Harcourt  (produces  the  American  Heritage  Dic:onary)  •  Random  House  (produces  the  Random  House  Dic:onary.)  •  HarperCollins  (produces  the  Collins  English  Dic:onary)  •  All  these  exist  in  several  shorter  forms  since  it  is  imprac@cal  to  carry  a  

complete  dic@onary  around  (the  full  dic@onary  is  o]en  called  “unabridged”:  other  versions  may  be  called  “collegiate,”  “shorter,”  “concise,”  “pocket”  and  so  on).    

Merriam-­‐Webster’s  Third  New  Interna@onal  Dic@onary  and  Rivals

•  Descrip@ve  dic@onaries  just  describe  how  words  are  used.  •  Prescrip@ve  dic@onaries  give  advice  on  usage.  •  The  Oxford  English  Dic:onary  is  descrip@ve.  •  In  1961,  Merriam-­‐Webster’s  Third  New  Interna:onal  Dic:onary  

came  out.  The  first  U.S.  dic@onary  to  be  decidedly  descrip@ve  rather  than  prescrip@ve,  it  caused  an  outcry  among  people  who  wanted  dic@onaries  to  give  advice  on  usage.  

•  The  result  was  the  development  of  two  major  prescrip@ve  dic@onaries  of  U.S.  English.    –  The  American  Heritage  Dic:onary,  with  its  usage  panel.    

•  The  “usage  panel”  was  a  board  of  respected  figures  who  were  polled  about  usage  ques@ons;  the  results  were  reported  in  usage  notes.    

–  The  Random  House  Dic:onary  responded  by  claiming  that  “usage”  notes  were  part  of  descrip@on  (that’s  weaselly!).  

Important  Publishers  of  Learners’  Dic@onaries

•  Most  of  the  publishers  men@oned  previously  produce  learners’  dic@onaries.    

•  These  are  addi@onal  publishers  known  for  their  learners’  dic@onaries.    –  Longman  (primarily  for  Bri@sh  usage)  

•  Longman  Dic:onary  of  Contemporary  English  –  Cambridge  

•  Cambridge  Interna:onal  Dic:onary  of  English  – Macmillan  

•  Macmillan  English  Dic:onary

8/10/15  

4  

Dic@onaries:  Online  and  Print  Dic@onaries  

•  Increasingly,  people  use  online  dic@onaries.    •  However,  at  this  point,  reliable  online  dic@onaries  are  based  

on  print  dic@onaries  (the  excep@ons  are  the  Encarta  dic@onaries,  developed  by  Microso]  for  digital  use).    

•  The  big  problem  with  online  dic@onaries  is  that  users  must  know  the  spelling  before  they  look  up  a  word.  However,  online  dic@onaries  are  gerng  beler  at  guessing  what  you  want  when  you  misspell  a  word.    

Online  Dic@onaries  

•  An  important  point:  – Generally,  to  get  access  to  the  most  complete,  most  useful  version  of  a  publisher’s  dic@onary,  you  need  either  to  buy  a  subscrip@on  or  to  have  access  to  a  library  (UC  Davis’  Library,  for  instance)  website  that  has  licensed  it.  

Online  Dic@onaries:    

• [email protected]  – Random  House  Dic@onary  – Collins  English  Dic@onary  – Several  specialized  dic@onaries  (dic@onaries  of  medical  terminology  and  science)  – etymononline  etymologies  (by  Douglas  Harper,  who  is  good  but  not  completely  reliable)    

Online  Dic@onaries:    

• [email protected]  – Collins  English  Dic@onary  – American  Heritage  Dic@onary  (without  full  etymologies)    

Online  Dic@onaries  •  You  can  buy  the  American  Heritage  Dic@onary  for  your  computer  or  your  cellphone.    

•  However,  online,  it  is  available  at  yahoo.com  and  [email protected]  in  an  inferior  form:    hlp://[email protected]      

Other  Online  Dic@onaries:    

 •  Merriam-­‐Webster  abridged  dic@onary  available  at  merriam-­‐

webster.com  

•  Wik@onary  (which  generally  is  missing  important  informa@on  in  its  entries).    –  [email protected]  

8/10/15  

5  

My  Recommenda@ons  

•  When  you  need  the  best  most  accurate  informa@on,  use  the  Oxford  English  Dic:onary.    

•  For  usage  ques@ons,  [email protected]  or  [email protected]  is  probably  beler.    

Online  Dic@onaries  through  the  UC  Davis  Library  

•  lib.ucdavis.edu  –  Merriam-­‐Webster’s  Webster’s  Third  New  Interna:onal  Dic:onary  –  Merriam-­‐Webster’s  Webster’s  Collegiate  Dic:onary  –  Oxford  English  Dic:onary  (the  ul@mate  dic@onary!)  

•  To  access  –  On  campus,  just  go  to  the  databases  at  lib.ucdavis.edu  –  If  off  campus,  you  must  use  VPN,  “Virtual  Private  Network”  (click  

bulon  to  le]  of  display)  and  enter  your  login  and  password  

Let’s  Visit  Some  Dic@onaries  

•  [email protected]  – alright  – mycelium  

•  Oxford  English  Dic:onary  –  feisty  – mycelium  

mycelium    

Bonus  Biology  Term  I  

•  “evolu@on”  from  La@n  –  {e/ex}  =  “out”  (some@mes  “up”)  –  {volve/volut}  =  “roll”    –  {ion},  which  makes  nouns  out  of  verbs.    

•  Compare  –  involve,  convoluted,  volute  –  invent,  inven@on;  subtract,  subtrac@on;  fuse,  fusion  

Bonus  Biology  Term  II  

•  “taxon”  from  Greek  –  {tax/tact}  =  “arrange  in  order”  –  {on}  =  a  suffix  that  indicates  a  division  or  unit.  

•  Compare  – syntax,  tac@c,  taxonomy  (“nomy”  =  “management”)  

– neutron,  photon  

Bonus  Biology  Term  III  

•  “phylum”  from  Greek    –  {phyl}  =  “race”  or  “tribe”  –  {um}  =  {on}  “unit”    

•  Compare  –  monophyle@c  (“mono”  =  “one”)  –  polyphyle@c  (“poly”  =  “many”)  –  paraphyle@c  (“para”  =  “beside,”  

“alongside,”  “beyond”)  

8/10/15  

6  

Bonus  Biology  Term  IV  

•  “clade”  from  Greek    –  {clad}  =  “branch”  

•  Compare  – cladis@cs  – cladogram  ({gram}  =  “drawing,”  “wri@ng”)  

Bonus  Biology  Term  V  •  Phylogeny  =  study  or  descrip@on  of  

the  “tribal”  or  “familial”  rela@ons  of  living  things    –  {phyl}  (“tribe”  or  “race”}  –  {-­‐o-­‐}  (connec@ve  ‘o’  used  in  Greek  

compounds)  –  {gen}  (“producing,”  “bearing,”  

“genera@ng”)  –  {-­‐y}  (makes  abstract  nouns)  

•  Compare:    –  Phylogenesis  (=  phylogeny)  –  Phylogene@c  (adjec@ve)  

A  Phylogene@c  Tree  of  Life  

Bonus  Biology  Term  III  •  Polytomy  =  a  division  into  more  than  

two  branches  –  {poly}  (“many”}  –  {tom}  (“cut”)  –  {-­‐y}  (makes  abstract  nouns)  

•  Compare:    –  Anatomy  ({ana}  =  “up”}  –  Atom  ({a-­‐}  =  “not”)  –  Dichotomy  (“dicho”  =  “in  two”)  

A  Polytomy    in  a  Phylogene@c  Tree  of  Life  

Bonus  Biology  Term  IV  

•  Homology  =  similarity,  inherited  from  a  common  ancestor,  between  structures    (a  bird  wing  and  a  human  arm  are  homologous  forelimbs)  –  {homo}  =  “same”  –  {log}  =  “word,”  “plan,”  “structure”  –  {y}  (makes  abstract  noun).  

•  Etymologically,  “homology”  means  “agreement.”  

Bonus  Biology  Term  V  

•  Homoplasy  =  presence  of  similar  traits  not  inherited  from  the  same  ancestor,  but  developed  independently  (the  spines  of  hedghogs  and  porcupines  are  homoplas@c,  that  is,  they  are  and  instance  of  homoplasy)  –  {homo}  =  “same”  –  {plas}  =  “form,”  “shape”  (compare  “plas@c”)  –  {y}  (makes  abstract  noun).  

The  End