Academic Literacy and Linguistics
Office Hours: Wed. 11-1 and Mon/Thurs by appt.
Phone: +1 (212) 220-1423
Second Language Writing, Phonetics/Phonology, Linguistics, Corpus Linguistics
- B.A. Fordham University, French, Russian,1980
- M.A. Hunter College, Russian Area Studies,1986
- Ph.D. The CUNY Graduate School, Linguistics,2006
- This advanced level course emphasizes writing and reading skills; however, oral skills are not neglected. In writing, students focus on introducing, developing, supporting, and organizing their ideas in expository essays as well as in narrative and descriptive writing.
- This intensive writing course for ESL students focuses on basic components of effective writing, including paragraph development and structure, sentence structure, word choice, and content. Students read and respond to a variety of texts and use argumentation, narrative, and description as modes of developing ideas in writing.
- This course will introduce the student to the study of Language and Culture. The course will introduce related topics, such as bilingual/bidialectal families and bilingual education, language and gender, literacy in a changing, technological society, child language acquisition, and different dialects and registers of English. The readings will draw on works in linguistics, literature and related fields. Students will work on critical reading and produce writing based on the readings in connections with their own experiences and backgrounds.
- This course is designed to provide students with an understanding of the grammatical structures of standard American English, allowing them to read, write, and interpret written texts critically and efficiently Through analysis and discovery, students will learn to evaluate the grammaticality of the written work they produce in their academic coursework. In addition, students will explore a variety of writing genres and styles, and learn to manipulate language more effectively, enriching both their production and understanding of written texts.
- These two Intensive English courses are designed in their combined form to improve the reading/writing and aural/oral skills of the beginning and low-intermediate student. These two courses must be taken concurrently and are obligatory for one semester for all incoming ESL students whose placement examinations show a need for instruction at this level. Corequisite: ESL 54
- These two Intensive English courses are designed in their combined form to improve the reading/writing and aural/oral skills of the beginning and low-intermediate student. These two courses must be taken concurrently and are obligatory for one semester for all incoming ESL students whose placement examinations show a need for instruction at this level. Corequisite: ESL 49
- This is a high-intermediate level course that combines listening, speaking, reading, and writing skills. Narrative and descriptive writing are emphasized and expository writing is introduced.
- This course is designed to provide students with an understanding of the sound system of English, with a focus on Standard American English and non-standard dialects of American English. The course will introduce students to the physical production of sounds as well as the mental perception of sounds and how they pattern in English, allowing students to notice and identify the distinct sounds of English, and to develop an awareness of the rich variation within the language. The course will also introduce students to phonetic transcription, highlighting the contrast between sound and spelling, particularly in English.
Research and Projects
Pronunciation variation of foreign toponyms and other proper nouns in American English
- Sepp, M. (2012) Book Review of “Just a Phrase I’m Going Through” by David Crystal , Idiom, Summer 2012
- Morvay, G. & Sepp, M.(2013) “Measuring Productive Vocabulary in English Language Learners”, Journal of Linguistics and Language Teaching, vol.4, issue 1.
- Sepp. M. & Morvay, G. (2012) “Vocabulary and ESL Writing”, Inquirer 19:19-22, BMCC, Fall 2012
- Sepp, M. & Morvay, G. (2012) “Productive Vocabulary, Morphosyntactic Knowledge, Reading Ability, and ESL Writing Success”, Iranian Journal of TEFLL, volume 2 number 2
- Sepp, M. (2010) “Getting Assessment Right”, Inquirer 17:10-12, BMCC, Fall 2010
- Sepp, M. (2006) Phonological Constraints and Free Variation in Compounding: A Corpus Study of English and Estonian Noun Compounds, UMI Dissertation Publishing / ProQuest, 2006
- Sepp, M. (2010) Review of Surviving Linguistics: a guide for graduate students, by Monica Macaulay, eLanguage, June 2010
- Sepp, M. & Sepp, E.J. (2014) English Express New York: A Cultural Reading & Writing Text for English Language Learners. , Kendall Hunt
- Sepp, M. & Bandi-Rao, S. (2015) “Creating an Effective Model for Digital Storytelling in the ESL Writing Class”, NYS TESOL Journal, vol.2, issue 1
- Bandi-Rao, S. and Sepp, M. (2014) “Designing a Digital Story Assignment for Basic Writers Using the TPCK Framework”, Journal of Basic Writing, 33(1):103-122.
Honors, Awards and Affiliations
- 2008-09 CUNY Faculty Development Grant
- 2011 BMCC Faculty Development Grant
- 2013 – Digital Storytelling Grant