1 week down, just 155 to go...

As I wrote the title of this post, a little déjà vu hit me. I then realised that I wrote a post with a very similar title at the start of my Masters, 51 weeks ago.

If you haven't (re)read it, I talked about the work (heinous amounts of reading), the personal side (life with new housemates and, oddly, netball) and the joy that is the Cambridge Lindy Exchange (CLX).

So what's new this time around?

The path along the River Ouse in Autumn. Pukka.
Photo by AndrewB47

Personal life first. I have a new crop of housemates but I'm in the same house - the first time I've had an address for longer than 13 months since I lived at home with my parents. It was sad to see so many fantastic people leave at the end of the MA, but a pleasing amount have stayed on in various capacities, and with an abnormally large crop of 17 PhD students, I'm not in danger of being lonely too soon. I'm also increasingly at home in York as a city - it is undeniably beautiful, and is showing all its stunning colours in this chilly autumn, which is a joy to see. I think it has taken me longer to settle in York than in other cities, for example Cambridge or Belfort, but I think that's because it is the first time in a while that I have committed to one place for an extended amount of time - for a military brat like me, it's not easy to keep still. But I'm slowly getting used to it (train trips most weekends notwithstanding).

I don't entirely agree with the framework here, but the
example is still a classic. If you don't recognise it, you can't
honestly call yourself a linguist.
Image from Wikipedia

I think the greatest difference between this year and last is the work, both in terms of the amount of it and what it entails. It's a strange feeling, the start of a PhD...this is my first year of non-taught study - I have been cut loose...maybe a little too loose. My answer to "so, what's your topic?" usually starts "well, it's very vague at the moment...", though reassuringly, my supervisor's not too concerned about this, and doesn't think we'll even look at it too much until the Spring term. In the meantime, I am reading around (lots of reading, but self-selected this year) and teaching myself semantics (just hoping that I understand it properly). Luckily, though, I have one bright flash of timetabled joy on my horizon - I am taking one seminar group for the first year undergraduate Introduction to Syntax course. It's a bit nervewracking to imagine teaching 16 first-years about something I was only learning 6 years ago, but it'll be fantastic experience, and hopefully at least some of them will be sober and compus mentis at 9am on a Wednesday morning. What's more, having something set in my timetable to work around will really help me prioritise and organise my time better around those sessions.

Oh, and CLX? Coming up this weekend, and will be a glorious whirl of polka-dot bepetticoated dresses, good friends, and fairy wings...!

Assignments? What assign...ah. Those assignments.

York in November, mmm.
Photo by dvdbramhall

It's week 5, but no blues this far north of Cambridge, excepting the stunningly blue sky we were treated to on Sunday morning (is it wrong to be a little bit smug that only the North was treated to it?)

Instead, week 5 is yellow and pink; yellow for the colour that all the lecturers seem to use for printing assignment details on, and pink for the "declaration of academic integrity" cover sheet with which I shall be much more familiar by the end of reading week, which is next week.

In fact, one assignment is floating about in the print cloud now, waiting for my attention. Don't worry, I'm not being especially virtuous, it's due a little bit earlier than the others (tomorrow, in fact). This one is for Psycholinguistics, two "one-page" answers about the Motor Theory of speech perception vs. the auditory theories and also about Newness vs. length and Heavy-NP shift in double object constructions (my old friend...) The actual topics aren't too bad, firstly because I find them incredibly interesting, and secondly because we're not actually expected to do research outside of class notes/the reading pack, in this instance at least. However, the main point of the exercise is something I find MUCH more challenging...being concise. I'm sure it hasn't escaped your notice that I'm a several-line sentence sinner (if Dickens can get away with so can I....can't I?) so I'm finding it very difficult to condense lots of information into one lone A4 page. Especially as there's so much to say!

This same challenge is to be repeated in my Language Acquisition assignment, due a week today. The second section is basically a summary of a study and its main components, 500 words. OK, I can squish that down relatively comfortably. But the first section? Find data of first language acquisition in a language other than English and apply any of the theories we've studied so far to it. I've chosen French (partially because I can actually understand it), and already I can see that there's just so much to say! Carefully choosing which aspect to focus on may not be so bad, as I'll partially be constrained by the data that I can get my mitts on - but only having 500 words again?! Oh word count, you are a cruel, cruel mistress.

At least that's my only problem - I am once more thanking my lucky stars for everything I learnt last year in the library as I blithely play with Metalib. Some of my coursemates thought that this was some kind of communicable disease. This won't be the case after tomorrow, as our subject liaison librarian is giving over 2 hours of her time to drag us all out of the Google mire, but I'm quite pleased to have a mini-headstart on the data rush.

Anyway, what am I doing here? I have pages to print, data to mine and some very odd phonetic-type things to do...which aren't getting done here. To work!

(P.S. I managed to get some Lindy in last weekend, toddling off to Leeds to dance the Tranky Doo with some very pleasant lindyhoppers led by Cat Foley. I've never done lindy a la Scouse before, but it was very entertaining! And here's what we did...)