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Course goals This course is geared towards students in Computational Linguistics and Linguistics with little or no experience in programming. It will lay a platform for computational linguistics, by establishing the fundamentals of programming and computer science and covering practical skills for text processing. While we will work with Python and the Natural Language Toolkit (NLTK), the main focus is on introducing basic concepts in programming, such as loops or functions. In contrast to similar courses in Computer Science, we will concentrate on problems in Computational Linguistics, which generally involve managing text, searching in text, and extracting information from text. For this reason, one part of the course will concentrate on regular expression searching.

Through lectures, lab sessions, and (bi-)weekly assignments, students will learn the essentials of Python and NLTK and how to apply these skills to natural language data.

By the end of the course, you should be able to:

• Feel comfortable using a unix/linux/mac command line.
• Understand key programming concepts such as conditionals, iteration, recursion, functions, and objects.
• Be able to write your own programs to help answer linguistic questions and solve everyday problems.
• Work with the Natural Language Toolkit (NLTK).

Readings: There is no required textbook, but we will make reference to various resources throughout the semester. My attitude is that, while I will provide recommended readings, you will be sort of “on your own” in terms of finding useful materials to read—just be sure that what you’re looking at is for Python 3, not Python 2. There are paper versions of many of the links listed below, but they are all available freely online.

• [KWC] Ken W. Church (1994). Unix for Poets. http://www.cs.upc.edu/~padro/Unixforpoets.pdf
• [ABD] Allen B. Downey (2015). Think Python (2nd edition). Green Tea Press. http://greenteapress.com/wp/think-python-2e/
• [JC] Josh Cogliati (+ contributors) (2013). Non-Programmer’s Tutorial for Python 3. http://en.wikibooks.org/wiki/Non-Programmer’s_Tutorial_for_Python_3
  • Pretty straightforward for self-learning.
• [MP] Mark Pilgrim (2011). Dive Into Python 3. APress. http://www.diveintopython3.net
  • A bit more advanced.
• [NLTK] Steven Bird, Ewan Klein, and Edward Loper (2009). Natural Language Processing with Python — Analyzing Text with the Natural Language Toolkit. O’Reilly Media. http://www.nltk.org/book/
  • See also: https://github.com/nltk/nltk/wiki/Third-party-documentation
• Other resources:
  • Various tutorials for beginners (pick what you like): https://wiki.python.org/moin/BeginnersGuide/NonProgrammers
  • The general Python wiki: https://wiki.python.org/moin/
  • Python Tutorial: https://docs.python.org/3/tutorial/
  • Python Forum: http://www.python-forum.org
  • Alan Gauld’s Learning to Program: http://www.alan-g.me.uk/l2p/index.htm

Again, note that we will be using Python 3. While you can easily transfer the learning of Python 3 to Python 2, many things will not work right if you are using Python 2.

Grading: Grades will be based on classroom discussion/participation, homeworks, a midterm exam, and a final examination.

• For assignments, you should send me your code, preferably in a single file, so that I may test it easily. Notes on the code can be included in comments, and, if desired, a README file. Be sure that it is very clear how I should run the program, especially if auxiliary files are involved (e.g., input data).
• Note for graduate students (L555 enrollees): you will often have a bit extra to do on each assignment, taking the material a step further.

Lab space: Python 3 should be installed in Mac labs on campus. You are also free to use the machines in Ballantine Hall (BH) 306, usually open during normal working hours, when the room is not otherwise in use.

Academic Integrity: (from the Dean for Academic Standards and Opportunities)

“As a student at IU, you are expected to adhere to the standards and policies detailed in the Code of Student Rights, Responsibilities, and Conduct (http://studentcode.iu.edu). When you submit an assignment with your name on it, you are signifying that the work contained therein is yours, unless otherwise cited or referenced. Any ideas or materials taken from another source for either written or oral use must be fully acknowledged. All suspected violations of the Code will be reported to the Dean of Students and handled according to University policies. Sanctions for academic misconduct may include a failing grade on the assignment, reduction in your final course grade, and a failing grade in the course, among other possibilities. If you are unsure about the expectations for completing an assignment or taking a test or exam, be sure to seek clarification beforehand.”

Students with Disabilities: Students who need an accommodation based on the impact of a disability should contact me to arrange an appointment as soon as possible to discuss the course format, to anticipate needs, and to explore potential accommodations.

I rely on Disability Services for Students for assistance in verifying the need for accommodations and developing accommodation strategies. Students who have not previously contacted Disability Services are encouraged to do so (812-855-7578; http://www.indiana.edu/~iubdss/).

CAPS One benefit of a school like IU is that there are many, many resources available to you. School—and life—can be intense at times, and if your academic responsibilities or other personal concerns are distracting or weighing on you this semester, I encourage you to contact Counseling and Psychological Services (CAPS, 812-855-5711, http://healthcenter.indiana.edu/counseling/). The people there can be a resource and a source of support, not just in times of crisis but also when you need an extra ear or a little extra support. I’m happy to be a listening ear, as well, but I have no counseling training and the folks at CAPS do. Note, too, that I am required to report certain things (e.g., reports of sexual assault, suicidal thoughts).

(Tentative) Schedule: The schedule is subject to change—and I can basically promise you that it will change, depending upon which concepts need more or less clarification. Links to notes and homeworks will be posted on the course website.

If we have time, we’ll also look at classes and objects (ABD, ch. 15–18).

Disclaimer This syllabus is subject to change. All important changes will be made in writing, with ample time for adjustment. (Midterm and final dates, however, will not change.)