| Course Description |
The broad aim of this course is to give students an understanding of the role linguistic analysis plays in the legal process (Forensic Linguistics). One of the main goals of Forensic Linguistics is to provide a careful and systemic analysis of language. The results of this analysis can be used by lawyers, judges and jury members to help evaluate questions of guilt and innocence more fairly. Forensic Linguistics serves justice and helps people to find the truth when a crime has been committed. Forensic Linguistics is commonly divided into two major areas: written language; and spoken language. Written language looks at: transcripts of police interviews with witnesses and suspects; criminal messages used in cases of terrorist threat, suicide, kidnapping, blackmailing; and the examination of text material to answer questions about who may or may not have been the author. Written language examined by a Forensic Linguists can be in many different forms: phone messages, notes, handwritten letters, posting in social media, etc. Linguists who primarily investigate written language look at features such as spelling, sentence construction, word-choice, and punctuation, etc. Spoken language looks at the language used by interpreters during official interviews of witnesses, suspects, and victims; the language used by offenders or victims during a crime. The focus of this area is not simply what was said, but how it was said. Linguists who principally examine spoken language focus on accent, dialect, pronunciation, tone of voice, speed and rhythm of speech, etc. This course takes a case-based approach to analyze how crimes were solved based on: emojis; text message abbreviations; punctuation; pronouns; handwriting analysis; transcriptions of speech; variations between British and American English; semantics versus pragmatics; definite versus indefinite articles; narrative justifications; regional dialects; style guides; and ciphers. |
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Program Outcomes and Competences |
Level |
Assessed by |
| 1) |
Has a broad foundation and intellectual awareness with exposure to mathematics, history, economics, and social sciences |
N |
|
| 2) |
Demonstrates knowledge and skills in different functional areas of business (accounting, finance, operations, marketing, strategy, and organization) and an understanding of their interactions within various industry sectors |
N |
|
| 3) |
Applies theoretical knowledge as well as creative, analytical, and critical thinking to manage complex technical or professional activities or projects |
N |
|
| 4) |
Exhibits an understanding of global, environmental, economic, legal, and regulatory contexts for business sustainability |
N |
|
| 5) |
Demonstrates individual and professional ethical behavior and social responsibility |
N |
|
| 6) |
Demonstrates responsiveness to ethnic, cultural, and gender diversity values and issues |
N |
|
| 7) |
Uses written and spoken English effectively (at least CEFR B2 level) to communicate information, ideas, problems, and solutions |
S |
Presentation
|
| 8) |
Demonstrates skills in data and information acquisition, analysis, interpretation, and reporting |
S |
Participation
|
| 9) |
Displays computer proficiency to support problem solving and decision-making |
N |
|
| 10) |
Demonstrates teamwork, leadership, and entrepreneurial skills |
S |
Participation
|
| 11) |
Displays learning skills necessary for further study with a high degree of autonomy |
S |
Participation
|
| Week |
Subject |
| 1) |
Introduction to Forensic Linguistics |
| 2) |
Emojis (Emoji are showing up in court cases exponentially, and courts aren’t prepared) |
| 3) |
Text Message Abbreviations (The Murder of Jenny Nicholls) |
| 4) |
Punctuation (The case of the $13 million comma) |
| 5) |
Punctuation (The Gary Weddel Case) |
| 6) |
Pronouns (Christian Doctor Fired for Refusing to Use Transgender Pronouns) |
| 7) |
Handwriting Analysis (The Death of Kurt Cobain) |
| 8) |
Transcriptions of Speech (The Exxon Valdez Disaster) |
| 9) |
Variations between British and American English (‘You’ve caused an international incident’: How my work mistake came back to haunt me) |
| 10) |
Semantics versus Pragmatics, Definite versus Indefinite Articles, Narrative Justifications (The Hanging of Derek Bentley) |
| 11) |
Regional Dialects, Style Guides (The Unabomber) |
| 12) |
Ciphers (The Unabomber) |
| 13) |
Closing Speeches |
| 14) |
Closing Speeches |
| 15) |
Project- or Product-focused Assessment Week |
| 16) |
Project- or Product-focused Assessment Week |