CSD 2361 - Communication Sciences and Disorders - Appalachian ...

CSD 2361 Introduction to Phonetics
Fall 2011
Tuesday & Thursday 3:30-4:45 pm
Edwin Duncan Hall 224
Instructor: Dr. Michelle Flippin, CCC-SLP Office hours: Monday 12:00-4:00
Email: flippinm@appstate.edu Tuesday & Thursday 1:45-3:30
Office: Edwin Duncan Hall 120D
This syllabus serves as an outline for the course as intended on the first day of class. The
Instructor reserves the right to modify this course syllabus (and, in turn, the course) for reasons
such as a weather-related cancellation, in the event that we need to slow down/speed up with
course content based on the performance of the class, etc.
Purpose and Description: This course is an introductory, undergraduate level course aimed at
supplying students with the skills needed to phonetically transcribe typical and atypical speech
patterns. Phonetic transcription is an important and helpful tool for speech-language pathologists,
who will use it in clinical practice, and for linguists, who will use it to study distinctions among
various languages around the world. This course will also cover the basic anatomical structures
related to speech production and culturally influenced speech production.
Necessary level of prior preparation: There are no formal prerequisites for this course. Students
with additional preparation through courses and experiences should use this knowledge to
contribute to class discussions, thereby positively affecting the learning of others with less
experience.
Course Objectives
1. To be able to broadly transcribe spontaneous speech using the International Phonemic
Alphabet (IPA).
2. To be able to interpret other’s broad phonetic transcriptions using the IPA.
3. To be able to identify and understand the purpose of specific phonetic markers used in narrow
transcription using the IPA.
4. To broadly identify the basic anatomical structures that support speech production and relate
the movements of the speech mechanisms to the articulation of speech sounds.
5. To understand the purpose and use of phonologic transcription for speech-language
pathologists in terms of recognizing how phonetic transcription may be used to analyze
spontaneous speech samples of typical patterns, as well as atypical patterns, such as those related
to developmental errors or structural differences (e.g., cleft palate).
6. To appreciate cultural differences and influences on speech patterns (e.g., accents and dialects).
STUDENT LEARNING OUTCOMES & ASHA standards addressed by this course
The course objectives address some of the required competencies for speech-language
pathologists (SLPs) set forth by the American Speech-Language-Hearing Association (ASHA).
ASHA has established Knowledge and Skills Acquisition (KASA) standards for those seeking the
Certificate of Clinical Competency in Speech-Language Pathology. This course addresses some
of the required competencies for SLPs listed in the KASA. These are listed below. Please note
1

that the course objectives are meant to contribute to these KASA requirements, they are not
meant to fulfill each competency listed.
Upon completion of this course, students will:
• Use phonetic transcription to transcribe and analyze spontaneous speech samples of
typical patterns; (KASA III-C, Articulation Characteristics)
• Interpret phonetic transcription; (KASA III-D, Articulation Assessment)
• Broadly identify the basic anatomical structures that support speech production and relate
the movement of the speech mechanisms to the articulation of speech sounds; (KASA
III-B, Basic Human Communication Processes – Biological)
• Use phonetic transcription to transcribe and analyze spontaneous speech samples of
atypical patterns, such as those related to developmental errors or structural differences
(e.g., cleft palate); (KASA III-D, Articulation Assessment)
• Use your knowledge of transcription to describe cultural differences and influences on
speech patterns (e.g., accents and dialects). (KASA III-B, Basic Human
Communication Processes – Linguistic and Cultural)
Course Textbook (required)
Shriberg, L.D., & Kent, R. D. (2003). Clinical Phonetics (3 rd ed.). Boston: Allyn &
Bacon.
Course Requirements and Evaluation
Attendance: Each student is expected to attend all class sessions and to be on time for class. It is
the policy of Appalachian State University that class attendance is considered to be an important
part of a student's educational experience. Students are expected to attend every meeting of their
classes, are responsible for class attendance, and are expected to punctual. No matter what basis
exists for absence or tardiness, students are held accountable for academic activities, and faculty
may require special work or tests to make up for the missed class or information.
Students will be allowed two excused absences each academic year in compliance with the
religious observance policy (S.L. 2010-211). Students who miss class assignments or tests due to
religious observances required by the faith of the student will the given the opportunity to make
up the work missed. Students are required to call me in advance if a class will be missed for
any reason.
Regardless of the reason for an absence or tardiness, students are required to meet with me to
discuss makeup work for classes missed. Failure to contact me regarding absences or regarding
makeup work will result in a deduction of 50 points per incident from a student’s cumulative
points. Failure to arrive to class on time will result in a deduction of 10 points per incident from a
student’s cumulative points.
Participation: Each student is expected to contribute to the class both individually and in
groups. Participation is defined as coming to class with completed class assignments and project
work, joining in class discussions, posing questions, and sharing ideas and concerns. Your ideas
and opinions are welcome in this class. Students are expected to use class time effectively and
responsibly, as well as, demonstrate respect for fellow students, guest speakers, and instructors.
Tardiness to class is not acceptable.
Professional Behavior: Each student is expected to demonstrate professional behavior in the
classroom. Professional behavior includes maintaining a positive attitude, listening respectfully to
others, and using appropriate channels to express concerns. Professionals attempt to solve
2

problems constructively and maturely. Actively listening to speakers and focusing on class
discussions are forms of professional behavior.
Homework : Students are expected to complete all assigned readings and activity-based
homework assignments. These readings and activities have been designed to help you master the
course objectives. Homework assignments will not be graded but you are expected to hand in
those with an asterisk placed next to them. This is so the Instructor can evaluate how the class is
learning.
Office of Disabilities/ Learning Assistance Program: Appalachian State University is
committed to making reasonable accommodations for individuals with documented qualifying
disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of
the Rehabilitation Act of 1973. If you have a disability and may need reasonable accommodations
in order to have equal access to the University’s courses, programs and activities, please contact
the Office of Disability Services (828.262.3056 or www.ods.appstate.edu). Once registration is
complete, individuals will meet with ODS staff to discuss eligibility and appropriate
accommodations.
Code of Academic Integrity: As a community of learners at Appalachian State University, we
must create an atmosphere of honesty, fairness, and responsibility, without which we cannot earn
the trust and respect of each other. Furthermore, we
Student Engagement with Courses: In its mission statement, Appalachian State University aims
at “providing undergraduate students a rigorous liberal education that emphasizes transferable
skills and preparation for professional careers” as well as “maintaining a faculty whose members
serve as excellent teachers and scholarly mentors for their students.” Such rigor means that the
foremost activity of Appalachian students is an intense engagement with their courses. In
practical terms, students should expect to spend two to three hours of studying for every hour of
class time. Hence, a fifteen-hour academic load might reasonably require between 30 and 45
hours per week of out-of-class work.
Inclement Weather: Each student is expected to adhere to the following weather policy. In the
event of serious weather problems that could affect the safety and well being of students and/or
instructor traveling from off-campus, the class will be postponed only if all students can be
notified by telephone. See inclement weather policy on page 75 of the university catalogue. If a
class needs to be rescheduled because of inclement weather, please use one of the following
options: check your campus email or course website for instructions, call Dr. Flippin’s office for
recorded instructions.
Evaluation
Task
4 Exams, 20% each
Please let the Instructor know, in advance of exams, if you need special testing
accommodations.
% of
Final
Grade
80%
Homework 10%
Class Participation 10%
Total 100%
3

Grading Scale
Undergraduate
95-100%: A 90-94%: A- 87-89%: B+
84-86%: B 80-83%: B- 77-79%: C+
74-76%: C 70-73%: C- 67-69%: D+
60-66%: D

11/3 Suprasegmentals, Acoustic Phonetics, & Diacritic
Markers
Read Chapter 6 in Text /
Suprasegmentals
11/8 Suprasegmentals, Acoustic Phonetics, & Diacritic Study for test #3
Markers
11/10 Test #3 – suprasegmentals, diacritic markers, Read Appendix F in Text
acoustic phonetics, and applying phonetics to
spelling, speech, and phonological development.
11/15 Assessment & Phonetic Considerations for Read Cheng (1999) article
Special Populations
11/17 No Class ASHA Convention
11/22 Cleft Palate Cont., Fragile X and Down Syndrome Read Chapter 7 in Text
11/24 NO CLASS --Thanksgiving
11/29 Accents & Dialects Consider and create 5
questions for final exam
12/1 More commentary on dialects & application of
phonetics in the schools
12/6 Exam Review
12/8 Review for Test #4, Final Exam Study for final exam
Sat., 12/6 Final Examination 4 PM
Required Text
Shriberg, L.D., & Kent, R. D. (2003). Clinical Phonetics (3 rd ed.). Boston: Allyn & Bacon.
Required Readings
Cheng. L., L. (1999). Moving beyond accent: Social and cultural realities of living with
many tongues. Topics in Language Disorders, 19(4), 1-10.
Micco, A.W. (2002). Clinical Problem Solving: Assessment of Phonological Disorders.
American Journal of Speech-Language Pathology, 11, 221-229.
Stoel-Gammon, C. (2001). Transcribing the speech of young children. Topics in
Language Disorders, 21(4), 12-21.
5