Texts:
Elgin, Suzette Haden Native Tongue trilogy (Native tongue, Judas Rose, Earthsong)
Elgin, Suzette Haden — Laadan grammar
Elgin, Suzette Haden — LAadan information, packet from OCLS
Hardman, MJ — Derivational Thinking packet
Hopkinson, Nalo Brown Girl in the Ring 1998
LeGuin, Ursula Always Coming Home
Ursula K. LeGuin — Introducing Myself
LeGuin, Ursula K.. “Winter’s King”, in two versions
LeGuin, Ursula Left Hand of Darkness. 25th anniversary edition appendix
Lichtenburg, Jacqueline — Vulcanur Sememics
Moon, Elizabeth Remnant Population
Russell, Mary Doria The Children of God
Russell, Mary Doria The Sparrow
Tiptree, James Jr. The women men don’t see / Houston do you read
Vonarburg, Elizabeth Maerlande Chronicles
Wagner, Sally Roesch — lecture
Women and Language — issue on women constructed languages


Languages looked at:
Láadan
Klingon
Kraith
Kesh
Vulcan
languages used in the novels

Websites we consulted:
Tiptree Awards website: http://www.tiptree.org/index.html
Láadan website: http://www.interlog.com/~kms/Laadan/
Website for Suzette Haden Elgin http://www.adrr.com/lingua/index.htm#current
Klingon websites: http://startrek.miningco.com/msub75.htm?pid=2833&cob=home
Vulcan website: http://www.ludwig.ucl.ac.uk/st/StarTrek/Vulcan/Vulcan.html


Audio & videotapes:
Suzette Haden Elgin The Universal Translator & Language in Native Tongue
grammar & tape of Klingon
SHE Láadan tape
Audiotape of Kesh for Always Coming Home
Language includes / langauge excludes
Linguistics and Science Fiction and Women’s Studies (also transcribed)

Abstracts from Meyers and other articles:
Chap 1 The Godlike Science and SF (Todd)
Chap 2 The Future History and Development of the English Language (Lambert)
Chap 3 Resident Aliens: Mummies and Machines (Conaway)
Chap 4 Resident Aliens: Monkeys and Mrien Mammals (Fleming)
Chap 5 The Medium is the Message (Newman)
Chap 6 Take Me to Your Leader (Jamison)
Chap 7 Perlitz in Outer Space (Jamison)
Chap 8 Plausibility vs the Automatic Translator (Pritchett)
Chap 9 Avoiding the Boring Stuff (Michel)
Chap 10 A History of Linguistcs in Science Fiction (Pritchett)
Chap 11 A History of Linguistics and Science Fiction II (Ford)
Chap 12 The Children of Sir Thomas More (Sumner)

Armitt, Lucie. "Your Word Is My Command: the Structures of Language and Power in Women's Science Fiction." + Where No Man Has Gone Before: Women and Science Fiction,+ ed. Lucie Armitt (Lambert)
Delany, Samuel R. — selections from The Jewel-Hinged Jaw (Ford)
Elgin, Suzette Haden — SF & Lingustics pages from her Linguistics and Science Fiction Newsletter (Fleming)
Hockett Charles How to Learn Martian The View From Language: Selected Essays 1948-19 (Newman)
Le Guin, Ursula "Is Gender Necessary?" -Redux The Language Of The Night (Todd)
Le Guin, Ursula K. "The Carrier Bag Theory of Fiction" Dancing at the Edge of the World (Conaway)
Russ, Joanna “Another Addict Raves About K/S” Nome 9 Edited by: Clark, Victoria H. Storey, Barbara L.B. (Sumner)

Novels abstracted:

Arnason, Eleanor A Woman of the Iron People (Lambert)
Brantenberg, Gerd Egalia's Daughters (Todd)
Butler, Octavia E. Parable of the Sower (Jamison)
Gentle, Mary. Golden Witchbreed. (Lambert)
LeGuin, Ursula K. (1972) The Word for the World is Forest (Pritchett)
LeGuin,Ursula The Dispossessed (Pritchett)
Piercy, Marge WOMAN ON THE EDGE OF TIME (Conaway)
Russ, Joanna FEMALE MAN, THE (Fleming)
Slonczewski, Joan A DOOR INTO OCEAN (Todd)
Stephenson, Neal SNOW CRASH Bantam Spectra (Newman)
Tepper, Sheri S. GATE TO WOMEN’S COUNTRY (Conaway)
Vinge, Joan D. "Mother and Child"From: "Fireship" (Sumner)
Vinge, Joan D. SNOW QUEEN (Fleming)
Watson, Ian EMBEDDING, THE (Jamison)
Willis, Connie DOOMSDAY BOOK (Sumner)

Encodings for Láadan

Pritchett
daloO The excitement one feels when contemplating the possible positive futures of one's own child.< Morphology- dal meaning thing -oO nonsense ending somewhat comparable to English "thingamabob" used to describe something that doesn't have a definite form.
sheshizhub sand gnats that get into everything when you go to the beach. <-- sheshi sand
zhub insect
banAmedarahOothath one who has a talent for restoring or instilling a sense ofself-respect and pride in another person who has emotionalydemoralized. For example, a teacher or mentor who helps a child discover her or his self-value after being taken from an emotionally abusive home. < banA one who gives ban- to give -a "one who" noun suffix; amedara to dance; Oothath soul Ootha- soul -th object marker; More literally the word is translated "one who gives a dancing soul"— note-- where "banA" and "amedara" come together, the initial "a" in "amedara' is elided, and "h" is inserted between "amedara" and "Oothath" to preserve cvc order.

Lambert
Aa (love for animals) e.g.:
Aashamid (love for domestic animals)
Aarul (love for cats)
Aalanemid (love for dogs)
Aaromid (love for wild animals)

Sumner
une shamowe-Emath -- The feeling when one realizes that one is always her mother's child, will always be loved as a mother loves her child; (very positive feeling) < une= to wear; sham= love for the child of one's body; owe= dress, gown; Emath= Mama (intimate, informal) => Wearing your Mama's 'Love-gown'
mElabud, or ilibud -- Skinnydipping < mEla= ocean; ili= water; bud= cloathing => 'Ocean- or Water-cloathing'

Janison
bethamedara (home dance) - the self choosen/imposed trusts, acceptance, respect, and obediance found within a select group of people who are not necessarily related but who have a similar, non-institutional vocation or purpose. Intentional family - nonsexual

rathalenal (to be bad scientifically)- science that does violence to the natural world or is heedless of the possible negative outcomes that might occur

Fleming
dOothayob (espresso) strong soul coffee
eElebabI (scarecrow) terror bird

Todd
MEethala a quality within a person that has not been self-recognized but is perceived by others
wOo to cry of joy
wAa to cry of sorrow
wIi to cry of pain


Conaway
berIdananal-- auntlike. The LAadan equivalent for the English "avuncular." Having the quality of an aunt: jolly,understanding, quirky,empathetic and supportive. A nurturer, but not like a mother. A person who gives good, sound advice. The kind of person one can talk with about family matters (or other matters), but who will not share your secrets without your permission. Very supportive, and likely to loan you money if you need it. This can be used of any person who is older than you, and who you feel comfortable with.
Rahathewil--an encounter where time has no meaning. Not a waste of time, but time so well spent that you want it to last forever. Esp, as in the first moments of new friendship, romantic love, or spiritual understanding.

Hardman
1) lithshOndulithi < shon ‘peace’ / dul ‘rest’ / lith ‘to think’ / —thi ‘poss by chance’ the feeling of pleasure and relief when because of circumstances nobody can ask *anything* of you, when no one expects *anything* of you, like during a plane ride, when you have x amount of time to yourself without interruption.

2) wemwilishatha < wem ‘to lose’ / —itha ‘linked empathically with others’ / sha ‘harmony’ / wili ‘river creek < water’ the feeling that comes with coming to value the death of one close, after time has somewhat dulled the sharpness of the wound, not of thinking the loss as good, but as value in understanding the human condition and as part of one’s own maturity and complexity of personality and in allowing one to extend genuine comprehension and compassion to others. Does *not* imply that one ceases to miss the lost one nor that there is no longer pain; both the sense of loss and the sense of pain remain but within a different construct of the shape of one’s life.

3) bashamid < ± (inspired in) bala ‘futile, blaming anger’ / sham ‘love for child of one’s body’ / lhoho ‘shame’ / omid ‘hope’ ‘horse’ / BASH ‘THORN’ the feeling of impotence and frustration in the face of chadults lousy behaviour, at the feeling of impossibility in trying to teach another from one’s own experience
3b)bashamidul < —hul ‘to an extreme degree’ intensified when one recognizes oneself at an earlier age


Questions for the Final Exam
You will answer four of the following questions, my choice, for the final,
approximately a half hour each. Bring blue books to the exam.

“Linguistics is our best tool for bringing about social change and sf is our best tool for testing such changes before they are implemented in the real world, therefore the conjunction of the two is desirable and should be useful.” Suzette Haden Elgin 1996. Take this quotation and consider the course in this light. To what degree do you agree? or disagree? Support your arguments with specific data.

We have looked worldview imaged in SF created languages. Consider the materials of the course and discuss what success we have had in this endeavor. What success (or lack thereof) have these created languages had? Why?

We read works where linguistics and/or language factors are major plot devices. Discuss the success of these plot devices in terms of linguistics/linguists per se and in terms of contributing to the quality of the novel, etc. You may want to include the linguistic gaffs that some authors made, and how they added into the mix.

We have looked at how SF writers in English manage to construct worlds where derivational thinking, basic to English, does not function. Considering the materials of the course, how successful have our authors been? In what ways were they successful and in what ways did they fail?

Use Examples from 'Remnant Population' and ‘The Children of God’, and any other works from the course that you consider to be relevant, to formulate an argument for Sally Roesch Wagner’s Exposure Hypothesis.

The "Native Tongue" trilogy of Suzette Haden Elgin and the "Sparrow" and "Children of God" of Maria Doria Russell each respectively have two languages embodying contrasting worldviews: LAadan with English/Panglish, and Ruanja with K'San. Suggest how linguistic features of these languages correspond to the societies in which they are used, and compare (not necessarily rank) Elgin's treatment of the matter to Russell's.

Discuss the specific grammatical features of the various languages that we have looked at. Look at phonology. What was accomplished by the varying phonologies? Look at the grammatical structures. What was accomplished by having the specific grammatical structure that each language had?

How did the materials of the course illustrate the various points and theoretical constructs presented in Meyers and in the articles we read? How did these readings/discussions contribute to your understanding and appreciation of the fiction?

Discuss the materials of the course in the light of the Derivational Thinking packet. You may wish to consider both those that went beyond DT and those that, by writing in a different light, made our own DT obvious, whereas it is normally below the level of perception.

Discuss the role of video and audio tapes and websites in enhancing the understanding of the materials of the course.

How has your understanding of linguistics and your worldview changed as a result of this course? Has your linguistic or other behavior or your perception of others’ linguistic behavior changed? Be specific, discuss not only the changes but also the background, why the changes.

Discuss the sources of ideas for SF stories. To whom do these authors owe debts? Consider also Dr. Wagner’s lecture in this light. Also, consider in this light the relationship between an alien people's language and their culture, and the difficulties/misunderstandings that result when two cultures with different worldviews meet for the first time, and much of the current world situation.