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Teaching introductory graduate syntax

From: Language
Volume 89, Number 1, March 2013
pp. e11-e17 | 10.1353/lan.2013.0017



I discuss my experiences teaching introductory graduate syntax for forty years and offer some observations and suggestions that might be helpful to others. I particularly emphasize two things: (i) the importance of developing good homework problems and of timely and thoughtful responses to assignments, and (ii) the necessity of stimulating active participation in class discussion. I propose several techniques for making these things happen. I also suggest ways of dealing with a class made up of students who have widely varying backgrounds in the subject matter.

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