| Session |
Date |
Topic |
Reading |
| 1 |
1/23 |
Intro: Functional vs. lexical categories, how do syntax and semantics
interact? |
|
| 2 |
1/30 |
Functional categories. How many? how are they determined? |
Ouhalla (1991:1-104), Cinque (1999: 52-76, 3-43) |
| 3 |
2/6 |
Focus |
Zagona (2002: 379-401), Zubizarreta (1998: 1-37) |
| 4 |
2/13 |
Focus and movement in Romance |
Zubizarreta (1998: 99-150) |
| 5 |
2/20 |
Focus and Wh |
Cole (1994), Aoun and Li (1993) |
| 6 |
2/27 |
The left-periphery, CLLD |
Rizzi (1997), Zagona (2002: 320-378) |
| 7 |
3/6 |
Mood/modality and evidentiality Evidentials in Quechua |
Palmer (2001: 1-23, 35-52), Willet (1988: 51-79), Faller (2000, 2001) |
| 8 |
3/13 |
Parentheticals in English and Spanish |
Rooryck (2001a, b), Reinhart (1983) |
| 9 |
3/27 |
To be rescheduled |
|
| 10 |
4/3 |
Evidentiality in Spanish
|
Camacho (1999b),
|
| 11 |
4/10 |
Switch-reference |
Stirling (1993), Munro and Haiman (1983: ix-xv), Rising (1992) 1-14 |
| 12 |
4/17 |
To be rescheduled
|
Gordon (1983), Munro (?), Black (1992) |
| 13 |
4/24 |
Switch-reference and coordination, Capanahua |
Camacho (2000), Camacho and Elías (2001)
|
| 14 |
5/1 |
Coordination |
Camacho (1999a, 2000) |