Study programme competencies |
Code
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Study programme competences / results
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A1 |
E01 – Familiarity with the main research models in linguistic research. |
A2 |
E02 – Familiarity with the main resources, tools and methodologies in linguistic research. |
A4 |
E04 – Familiarity with cognition and processing studies within the scope of research into English linguistics. |
A7 |
E07 – Ability to analyse different types of discourse and discursive genres, both oral and written, in the English language |
B1 |
CB6 – Students should have the knowledge and understanding necessary to provide a basis or opportunity for originality in the development and/or application of ideas, often in a research context. |
B2 |
CB7 - Students should be able to apply the knowledge acquired and a problem-solving capacity to new or lesser known areas within wider contexts (or multidisciplinary contexts) related to the study area. |
B3 |
CB8 - Students must be able to integrate knowledge and to deal with the complexity of judgement formulation starting with information, which might be incomplete or limited, and which includes reflections on social and ethical responsibilities linked to the application of their knowledge and judgement. |
B4 |
CB9 – Students must be able to communicate their conclusions, as well as the knowledge and reasoning behind them, to both specialized and general audiences in a clear and unambiguous way |
B5 |
CB10 – Students should have the necessary learning skills to allow them to continue studying in a largely autonomous manner. |
B6 |
G01 –The capacity to delve into those concepts, principles, theories or models related with the different fields of English Studies is a necessary skill, as is the ability to solve specific problems in a particular field of study via appropriate methodology. |
B7 |
G02 – Students must be capable of applying the knowledge acquired in the multidisciplinary and multifaceted area of English Studies |
B8 |
G03 – An efficient use of new information technology and communication in English Studies is a necessary skill. |
B9 |
G04 – Students must be able to publicly present their ideas, reports or experiences, as well as give informed opinions based on criteria, external norms or personal reflection. All of this implies having sufficient command of both oral and written academic and scientific language |
B10 |
G05 – Skills related to research and the handling of new knowledge and information in the context of English Studies are to be acquired by students |
B11 |
G06 – Students should be able to develop a critical sense in order to assess the relevance of both existing research in the fields of English Studies, and their own research. |
B12 |
G07 –Linguistic competence (C2 level) in oral and written English must be developed and consolidated. |
B13 |
G08 – Students should become progressively autonomous in the learning process, and in the search for appropriate resources and information, via the use of bibliographic and documentary sources related to English Studies. |
B14 |
G09 – Students are expected to be able to carry out research projects of an academic nature in the different fields of English Studies |
B15 |
G10 – The ability to present and defend a research project using adequate terminology and resources appropriate to the field of study is a skill which should be acquired. |
Learning aims |
Learning outcomes |
Study programme competences / results |
1. Description of the basic concepts of DA.
2. Familiarization with the main approaches and applications of DA in English.
3. Analysis of different types of discourse in natural settings.
4. Critical reading of specialized literature related to the field.
5. Use of new resources and technologies to carry out research in the field.
6. The carrying out of a small-scale research project in DA.
7. Individual and group work.
8. Participation in class discussions on DA-related topics. |
AR1 AR2 AR4 AR7
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BR1 BR2 BR3 BR4 BR5 BR6 BR7 BR8 BR9 BR10 BR11 BR12 BR13 BR14 BR15
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Contents |
Topic |
Sub-topic |
1. Introducing Discourse Analysis
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1.1. Basic concepts
1.2. Overview of the field
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2. Main approaches and applications |
2.1. Pragmatics, Information Processing and Discourse Organization
2.2. Conversation Analyisis
2.3. Critical Discourse Analysis
2.4. Analysis of different types of discourse in natural settings
2.5. Critical reading of specialized literature related to the field |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Seminar |
A1 A2 A4 A7 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 B13 B14 B15 |
14 |
60 |
74 |
|
Personalized attention |
|
1 |
0 |
1 |
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(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Seminar |
The syllabus will be covered and the projects will be presented in 14 hours of class sessions. In addition, a maximum of 10 hours will correspond to online self-assessment tasks and to other activities normally implemented through virtual learning environments (VLE), while the remaining 51 hours will be required to read the recommended literature and to prepare the project in the light of the class sessions and tutorials, during which attendance in class is not required. |
Personalized attention |
|
Description |
Class attendance is complusory.
The teacher is available via e-mail, and via Teams tutorials. |
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Assessment |
Methodologies
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Competencies / Results |
Description
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Qualification
|
Seminar |
A1 A2 A4 A7 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 B13 B14 B15 |
The percentages of the final mark corresponding to each of the parameters assessed are the following:
• Active participation in classroom sessions: 10%
• In-class and out-of-class activities related to the study of the contents of the course: 20%
•A supervised written project (70%), of which the outline must be presented orally
First opportunity: Written project to be submitted by the date of the exam in the official calendar; Oral presentation of project is scheduled for the last class session. |
100 |
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Assessment comments |
<p>Students’ progress will be assessed during the course, including attendance and active participation in the classroom sessions, and also individual work outside the classroom. Active participation will be assessed taking into account the carrying out of all kinds of oral and written tasks related to the course, both in the classroom and outside (e.g. exercises, problems, commentaries, written tasks, oral presentations, exams).</p><p align="center"><b>ASSESSMENT: ADDITIONAL INFORMATION</b></p><p> </p><ul> Given that this degree programme is
part distance learning, part actual attendance, students are required to attend
the compulsory sessions, unless they have applied for exemption within the time
period specified by the Academic Commission of the degree, and this exemption
has been granted. This exemption will be valid provided students comply with
the rules on attendance in force in the three universities participating in the
programme, and provided they comply with the assessment systems which are
specified in the teaching guides for each module. Students should be aware,
however, that not attending certain classroom sessions may affect their final
grades. The final marks of those students who are officially exempted from class attendance will be exclusively based on the written project and its oral presentation (70% and 30% respectively). Students
who do not submit a supervised project, or who fail
to submit at least 50% of the other tasks for assessment, will be graded as
absent from assessment (NP: no presentado). Students
who do not pass in the first opportunity will be able
to RE-SIT in JULY, when they will be required to demonstrate that they have
acquired the necessary skills via two types of assessment: a supervised
project with the same percentage value (70%) and characteristics as in the first
opportunity, plus the exercises agreed upon with the lecturer as a
substitute for the other activities of the module (30%).For the individual written research assignment and exercises, the submission deadline is the exam date established on the official calendar for the second
opportunity. Any instance of PLAGIARISM will derive in failing the course. The Faculty committee (Xunta de Facultade) came to the following decision: <u>Turnitin</u> is a tool for staff to use in order to check sections of written work originating in other texts and locating the sources. It is a useful way of detecting plagiarism. Its use is optional, but students are to be warned in the teaching guide that it is able to detect pieces of work previously presented in this or any other university, including work by the same student (for any subjectmatter). If coincidences are found, this will be understood as academic fraud, and the regulations concerning academic assessment, grading and complaints on testing will be applied. With this warning, students are hereby informed of the academic consequences. </ul>
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Sources of information |
Basic
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Basic bibliography: Alba-Juez. 2009. Perspectives on Discourse Analysis: Theory and Practice. Newcastle upon Tyne: Cambridge Scholars Publishing. Brown, G. and G. Yule. 1983. Discourse Analysis. Cambridge: Cambridge University Press. Cook, G. 1989. Discourse. Cambridge: Cambridge University Press. Coulthard, M. 1985. An Introduction to Discourse Analysis. London: Longman, 1985 (2nd edition). Gee, J. P. 1999. An Introduction to Discourse Analysis. London: Routledge. Georgakopoulou, A. and Goutsos, D. 1997. Discourse Analysis: An Introduction. Edinburgh: Edinburgh University Press. Grundy, P. 2000. (2nd ed.) Doing Pragmatics. London: Arnold. 105-111. Johnstone, B. 2008. Introduction to Discourse Analysis. CUP (2nd revised edition). Liddicoat, A.J. 2007. An Introduction to Conversation Analysis. London: Continuum. McCarthy, M. 1991. Discourse Analysis for Language Teachers. Cambridge: Cambridge University Press. Renkema, J. 2004. Introduction to Discourse Studies. Amsterdam/Philadelphia: John Benjamins. Renkema, J. 2009a. Discourse, of course. An Overview of Research in Discourse Studies. Amsterdam/Philadelphia: John Benjamins. Rogers, R. 2004. An Introduction to Critical Discourse Analysis in Education. Mahwah, NJ: Lawrence Erlbaum. Schiffrin, D. 1994. Approaches to Discourse. Oxford: Blackwell. |
Complementary
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Recommendations |
Subjects that it is recommended to have taken before |
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Subjects that are recommended to be taken simultaneously |
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Subjects that continue the syllabus |
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