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Work due April 29:

1) Please read lesson 7 from your Latin etymology book. This lesson introduces nouns. In order to find the stem of nouns ending in -a, drop the -a from the end of the word. The stem of ‘alga’, the first word in the list, is ‘alg-‘. Similarly, for nouns belonging to category ‘fifth declension’ (this list begins at the bottom of page 21), drop the -ei ending from the second form given. The stem of ‘dies’ is found by dropping the -ei from the second form, i.e. the stem is ‘di-‘. Please read the notes on page 22 carefully.

Then choose 12 words to analyze and define from exercise 1, and complete exercise 2.

2) There will not be a quiz on Tuesday. There will be no more quizzes for this class.

3) Please read chapter 8 on semantic change from Durkin’s Oxford Guide to Etymology. This chapter is posted under assignments.


Work due April 24:

1) Prefix research! Choose a prefix to research. Now choose five words (either from the homework or words that include the prefix that you’ve chosen). For example, if I were to research sub-, I might examine ‘subpar’ and ‘succour’. Subpar means ‘below average’, which denotes something that is less, i.e. bad. Yet succour comes from sub + curr (run) and means to ‘help, assist, aid’. What is the relationship/connection between these two prefixes? When you click on the link to the prefix in the etymology of each word, you will find that the prefix ‘sub’ has been different meanings. Your task for Thursday is to report to the class your findings and to explain how the various meanings of prefixes are related to one another by connecting each use to its most basic, fundamental spatial meaning. Please write up a short description of your findings and the words you examined in place of a daily comment.

2) Eva Sweetser, ‘Semantic structure and semantic change” English perception-verbs in an Indo-European context’, From Etymology to Pragmatics: Metaphorical and cultural aspects of semantic structure, 23-48.

3) Sign up for a WIP final paper presentation time: https://docs.google.com/a/tcd.ie/spreadsheet/ccc?key=0AofU-LsQkHRudG4xOXE3eFZrRlMxRTg3Sng4SGNhTXc


Work due April 22:

1) Quiz: The format for the quiz will be the same as the last quiz. All roots, prefixes and suffixes that we have learned (lessons 1-5) are fair game. The new material for this quiz comes from lessons 4 and 5.

2) Exercise 1: choose 12; exercise 4: all.

3) An introduction to metaphor: George Lakoff, Metaphors We Live By, pages 3-32.

As you are reading, consider how Lakoff’s discussion is relevant to our understanding of Latin prefixes.


Work due April 17:

1) Exercise 1: choose 12, these are words with Latin roots, but the roots are not evident from their spelling–in order to find the Latin roots for each, you will need to look the words up in the OED).

Exercise 2: all, in order to explain the difference between these two words, you will need to read the etymologies of the words.

Exercise 3: choose 12.

2) Thursday etymology!

3) If you have topic that you would like to investigate for your final paper, please email me the topic by 11.59 pm tonight.

4) The quiz on Tuesday will be the same format as the last quiz. The new material will be the suffixes from lessons 4 and 5.


Work due April 15:

1) Exercises 1-3, page 14.

2) The quiz will be the same format as the last quiz. The quiz will include the verb stems on pages 2-3 and 7, all of the prefixes from 3, as well as the suffixes from the sheet handed out on Tuesday (eel handout 1; you are not responsible for the suffixes from lesson 4 that we went over today, Thursday, April 10). The words on the quiz will be a mixture of words that you have encountered in your homework, and words consisting of the roots, prefixes, suffixes that you have learned and should be able to recognize, such as description.

3) You will receive information about your final paper on Tuesday.

4) Your project grade will be posted to moodle by the end of the day tomorrow. Feedback will be sent by email by the end of the day tomorrow.


Work due April 10:

1) Please complete the following exercises:

exercise 3, page 8 (you will need to look up the etymologies of some of these words in order to identify the synonyms in the chart; there are synonyms for each column, i.e. imitate in the first column, ape in the second column, mimic in the third column, and copy in the fourth column).

exercise 4, page 8.

exercise 3, page 12.

2) Thursday etymology!


Work due April 8:

1) Study for the quiz! The quiz will be on the verb stems on pages 2-3 and 7, as well as the prefixes and suffixes from the sheet handed out on Tuesday (eel handout 1).

I will give you words from the exercise one and two from lessons one and two (these were assigned for homework for April 3). Your task is to identify the prefix, suffix, root, and the meaning of each. This is the same format as the third quiz from the Greek portion of the class.

Here is an example:


prefix: per

meaning: thoroughly

fect: make (lesson one provides ‘make’ and ‘made’ as the meaning of of fac-/fact-/-fic-/-fect-, but you only need to know the first meaning–you will notice that in the future, i.e. lesson 2, only the present meaning is given)

suffix: -ion

meaning: the act of, result of an action

2) Choose five words from the exercises that you completed for Thursday, the meanings of which seems divorced from their etymologies. For example, you may wonder how ‘ingredient’, which means ‘step in’ comes to mean ingredient, as in ‘an ingredient in a recipe’. Using the OED–the etymology section, the various definitions both in use today and obsolete, and the quotes providedtrace how the meanings of words shift.

3) Geoffrey Hughes, ‘Moneyed Words: The Growth of Capitalism’ from Words in Time, 67-91.

4) Please keep in mind that you can check your quiz grades on moodle!


Work due April 3:

1) Exercises 1, 2 (page 3): Do not worry about writing out the homework on a separate sheet of paper–you can simply write the answers in the book!

2) Exercises 1, 2 (page 8): Again, you do not need to write out the work on a separate sheet of paper!

3) Geoffrey Hughes, ‘Words of Conquest and Status’, from Words in Time, pages 32-65.

4) In lieu of etymology, please send me a 100-200 words response to the reading. In your response you may discuss what you found most interesting and why, or questions and/or themes raised in the reading. Your 100-200 word will count as a Thursday etymology.


Work due March 17:

1) EEG lesson 14: exercises 1, 5, 6, 7, 8.

2) EEG lesson 15: 1, 2, 3.

3) The quiz on Tuesday will be on lessons 9-13. The roots that you are responsible for knowing are those that appear in the charts for lesson 9, lesson 10 (pages 43-45), lesson 11 (pages 48-50), lesson 12 (pages 54-55), and lesson 13 (pages 57-58).


Work due March 12:

1) EEG lesson 12: 1, 3, 4, 5, 6, 8

2) EEG lesson 13: 1 (and 3, if you would like)

3) Benjamin Fortson ‘ Proto-Indo-European Culture and Archaeology’, from Indo-European Language and Culture, pages 12-44. Please consider the following question after you have completed the reading. Be prepared to discuss in class!

What’s at stake? Why reconstruct PIE? Why is PIE interesting?

4) Task 4 (due Thursday, March 13): By 11.59 pm, Thursday, March 13, please send a brief description of the visual/interactive component. Only one email per group needs to be sent.

5) Sign up for a time to meet with me on the google doc that was sent to you by email.


Work due March 10:

1) EEG lesson 9: exercise 2, 3, 4, 9.

2) EEG lesson 10: 2, 3, 5, 6, , 10

3) EEG lesson 11: 1, 2, 3, 4

4) Benjamin Fortsan, ‘Introduction: The Comparative Method and the Indo-European Family’, Indo-European Language and Culture, pages 1-14.

***A list of abbreviations and symbols used by Fortsan, as well as information regarding spelling and the IPA can be found under alia.

5) Quiz, Tuesday, March 10: lessons 6, 7, 8. You are responsible for knowing the Greek stems and the English meanings of these stems in the charts on page 26-27 (lesson 6), 29-31 (lesson 7), 34-36 (lesson 8).


Tuesday, March 4 quiz:

****Please send me a copy of your quiz a a word or pages document, or as a PDF by 10.45 am. I will send you an email to let you know that I received your quiz by the end of the day today.


quiz 3 lessons 3 4 5, word version (.docx)

quiz 3 lessons 3 4 5 older version word (.doc)

quiz 3 lessons 3 4 5, PDF



Work due March 6:

****Be sure to review the information given before the exercises each lesson.

1) eeg lesson 6: 1, 3, 4, 6, 7 (choose 5), then go back and complete exercise 2.

2) eeg lesson 7: 2 (some of these you may need to look up, some you will be able to analyze based on your knowledge of roots, prefixes, and suffixes), 3, 5, 6 (some of these you may need to look up, some you will be able to analyze based on your knowledge of roots, prefixes, and suffixes), 7 (choose 5), 8, 10, 12.

3) eeg lesson 8: 1 (some of these you may need to look up, some you will be able to analyze based on your knowledge of roots, prefixes, and suffixes), 4, 5, 6, 7, 8, 9, 10 (choose8).

4) Thursday etymology

5) Charles W. Dunmore, ‘Introduction’, from Studies in Etymollogy, pages 1-22. This is a brief introduction to the history of the English language and Proto-Indo-European.

6) At home quiz on Tuesday. It will be posted here by 9 am on Tuesday, March 4. It will be posted as a word document. Please complete the quiz by typing in the answers. Then send it to me as a word document or a PDF  by 10.45 on Tuesday, March 4. The quiz will be on lessons 3, 4, 5. I will give you English words with roots from lesson 5, and prefixes and/or suffixes from lessons 3 and 4. You need to identify the prefix and its meaning, the root and its meaning, and the suffix and its meaning.

Here is an example of what the quiz will look like:

1)        anarchy

prefix:                                     English meaning of the prefix:

root:                                        English meaning of the root:

suffix:                                      English meaning of the suffix:


Here is the answer that you would provide:

prefix: an                               English meaning of the prefix: not, without

root: arch                               English meaning of the root: be first, rule

suffix:  y                                  English meaning of the suffix: quality, action, state, disease

Not all words on the quiz will have a prefix or a suffix. However, you will receive credit for leaving it black or writing N/A. In the case of anarchy, the meaning of arch– from which our English word anarchy is derived is ‘rule’, but since this is a quiz on the meanings of roots, suffixes, and prefixes, please provide all meanings of the roots, prefixes and suffixes—not just those that are applicable.

Yes, this means that you need to know the suffixes –sia, -sy, -ia, -y mean ‘quality, action, state, disease’. Learning just one meaning is not enough.


Work due Feb. 27:

1) eeg lesson 4: all exercises.

2) eeg lesson 5: the column on the right side of the chart that begins on page 21 says ‘fill in a few examples’. You are welcome to fill in some examples, but are not required to do so. Filling it in will be a useful study aid, but you may want to fill in words as you encounter them in the exercises. Please complete exercises 3, 4, 5.

3) Thursday etymology!


Work due Feb. 25:

1) EEG lesson 3

Before you begin reading, please read through the explanation of prefixes provided at the beginning of the chapter. We touched upon all of this information at the end of class, but a refresher before you begin the exercises never hurts!

Exercises 1-8, all!

2) list of roots for the quiz on Tuesday/information about the quiz


Reading/HW due Feb. 20:

1) Philp Durkin, ‘Chapter 3: Are words coherent entities?’ from The Oxford Guide to Etymology. New York: OUP, 2009, pages 61-93.

2) EEG lesson 2

Exercise 1, do all except hodos, po(i)omai, pauesthai. This exercise will require you to play with the OED a bit. To find words that contain oikos, you will need to look up the transliterated form. If you search for ‘oec’ in the OED, you will find that the second entry is ‘eco-, comb. form’. If you click on this entry, on the right you will find a list of words that contain the stem eco-. Not all forms have such list. Sometimes you will need to do some playing around on the OED–look words up, experiment with words you suspect may include the root, and read the etymology. If you do not find English words that include each word in the list, don’t worry–we’ll go over the list in class).

Exercise 2, all. To find the Greek stems of these words you will need to look the word up and read its etymology.

Exercise 3, 5, all.


Reading due Feb 18:

1) Geoffrey Hughes, ‘Introduction: Words and Social Change’, from Words in Time: A Social History of the English Vocabulary. New York: Basil Blackwell, 1988, pages 1-30.

2) Philip Durkin, ‘Chapter 2: What is a word? Which words need etymologies?’ from The Oxford Guide to Etymology. New York: Oxford University Press, 2009, pages 34-60.

Reminder: There is a quiz on Tuesday. You are responsible for knowing how to transliterate Greek words. The quiz will consist of words from exercise 1, chapter 1 of EEG.

There is no ‘Thursday etymology’ due on Tuesday, but as practice for the actual etymology that is due on Thursday, please complete a practice etymology for Tuesday. This assignment will not count toward your grade. If you are especially excited about your etymology and would be willing to share it with the class, please email it to me by noon on Monday. On Tuesday we’ll be looking at these practice etymologies together.



Reading due Feb 13:

OGE chapter 1: pages 1-12 (sections 1.1, 1.2.1, 1.2.2, 1.2.3; do not read 1.2.4), pages 22-33 (sections 1.3.1, 1.3.2, 1.3.3, 1.4)

eeg chapter 1: exercise 1 (all words), exercise 3 (choose 7), exercise 4 (all), exercise 5 (all, when searching for the etymology of words, use the earliest attested meanings for the parts of the word, i.e. the entry after the last <)

***There will be no Thursday comment due on Thursday.