IMPORTANT:

In order to pass this course, a minimum of 5 out of 10 in the final mark is required. A score of 4 out of 10 is the minimum required in each of the following parts of the course: a) supervised project and b) final mixed test.

Any academic dishonesty (plagiarism, cheating in exams, unacceptable use of AI, etc.) will be penalised with the mark of 0 (SUSPENSO) in both the first and the second opportunities, in accordance with the provisions of the "Regulamento disciplinar do estudantado da UDC" (article 11 4b). To detect plagiarism, the application Turnitin could be used. This application recognises papers previously turned in by other people (or the student him/herself) at this university or other universities.

Deadlines for assignments are strict. Late arrivals (up to 5 days) will be penalised (25% off the final mark), unless they are duly justified.

Extra-credit material carried out by the students during the course could be awarded up to an extra 5% of the final mark. This can include voluntary work, alternative readings, voluntary participation in forums or any other activity proposed and accepted by students and teachers.

The students who do not attend the official exam will be given a grade of NP (absent) if they have not handed in the supervised paper or the portfolio.

The dates for the supervised projects, oral presentation and mixed objective tests will be announced well ahead of time.

July opportunity: Those students with less than a 4 in each of the parts specified above (even if the average is superior to 5) will have to sit for the "second opportunity exam session" in July, where students can retake those parts they have failed, according to the following distribution of percentages: Supervised project (30%), mixed test (60%) and face-to-face assignment related to the contents of the portfolio (10%).

Students sitting the December exam (final exam brought forward) will be assessed according to the criteria specified for the July opportunity.

Students who are officially registered as part time, and have been granted permission not to attend classes, as stipulated in the regulations of this University, will be assessed in either of the opportunities according to the same criteria specified for the second opportunity. If they wish to present their portfolio, the teacher will indicate which tasks they can complete during the course.

This module can be adapted to students who need support for their particular situation (physical, visual, auditory, cognitive, learning process, or related to mental health). If necessary, students should contact the services available in UDC/in their school or faculty, or the Unidade de Atención á Diversidade (ADI) at the beginning of each academic semester in the timeframe officially established (https://www.udc.es/cufie/adi/apoioalumnado/); alternatively, they can contact the ADI tutor in the Faculty of Philology at the following address: pat.filoloxia@udc.gal ).

Gender equality: I will incorporate a gender perspective into this subject. This will include, among other measures, the use of non-sexist language, the selection of books and articles written by men and by women, as well as encouraging participation from all students in class, regardless of their gender. I will also try to identify and address sexist prejudices and attitudes and will actively work towards the modification of this environment and the promotion of values of respect and equality. In the event of gender discrimination, appropriate actions will be implemented to rectify such cases.

Learning outcomes	Study programme competences
Students should acquire basic knowledge of the main theoretical foundations and mechanisms of description and analysis of the grammatical and textual components of the English language. They should also be able to apply this knowledge to practice.	A1 A2 A3 A6 A11 A15 A21	B1 B3 B5
Students should develop skills to conduct academic work (papers, presentations, practical exercises) related to the contents of the subject and deal with possible problems.	A1 A6 A9 A10 A14 A17 A18 A19 A20	B1 B2 B3 B4 B6 B7 B8	C2
Students should develop an informed critical attitude towards the grammar of the English language within the framework of language science.	A10 A11 A18		C6

Topic	Sub-topic
1. Basic concepts	1.1. Category vs. Function 1.2. Sentence, clause and phrase 1.3. Rankscale and rankshift 1.4 Canonical vs. Non-canonical constructions 1.5. Constituent structure
2. The verb phrase	2.1. Complementation patterns 2.2. Adjuncts vs. complements 2.3. Semantic and syntactic ambiguity
3. The adjective and the adverb phrase	4.1. Characteristics of adjectives and adverbs 4.2. Position of adjectives 4.2. The structure and function of adjective phrases and adverb phrases
4. The noun phrase	3.1. The structure of the noun phrase 3.2. Modification and complementation within NP 3.3. Semantic and syntactic ambiguity
5. The simple sentence	5.1. Syntactic analysis of simple sentences
6. Subordination	6.1. Content clauses 6.2. Relative clauses 6.3. Adverbial clauses 6.4. Non-finite clauses
7. Discourse: text and context	7.1. Genre and register 7.2. Information processing and structure 7.3. Using corpus analysis

Methodologies / tests	Competencies	Ordinary class hours	Student’s personal work hours	Total hours
Guest lecture / keynote speech	A1 A3 A17 A18 A19 A20 A21 B8	21	21	42
Workshop	A2 A6 A9 A10 A11 A15 B4 C2	23	10	33
Workbook	A2 A10 A14 B6 B7	0	13	13
Document analysis	A1 A2 A3 A6 A10 A11 A18 B3 B5 B6	4	4	8
Supervised projects	A1 A9 A11 A14 A15 A18 A19 A20 B1 B2 B3 B5 B6 B7 B8 C6	3	24	27
Student portfolio	A6 A9 A10 A15 A18 B1 B3 B6	0	13	13
Mixed objective/subjective test	A1 A2 A3 A6 A9 A10 A11 A15 A18 B6 C2	3	9	12

Personalized attention		2	0	2

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies	Description
Guest lecture / keynote speech	Oral presentation offered by the lecturer, using audiovisual material – if necessary– and encouraging student interaction. It is aimed at transmitting knowledge and promoting learning.
Workshop	Applied learning situation incorporating a range of supervised learning and testing techniques (presentation, simulation, debate, problem-solving, guided practice, etc.) with a strongly practical focus, under the guidance of the teacher.
Workbook	Compilation of printed texts and written documents, collected and edited, as a tool to prepare and consolidate the contents and competences of the course.
Document analysis	Research skills development involving use of audiovisual and/or bibliographical documents (relating to a specific topic of study, with targeted analysis activities). It can be used as an introduction to the topic, as the focus for a case study, to explain abstract processes and present complex situations, or as a strategy for synthesising content (theoretical and practical).
Supervised projects	Students will have to submit a written paper. The objectives, characteristics, supporting material and format of presentation of the paper will be explained at the beginning of the course. The work will be carried out under the supervision and guidance of the lecturer.
Student portfolio	It will contain small assignments on the contents presented in the lectures and practised in the DI groups. They may also be related to the recommended readings.
Mixed objective/subjective test	A mixed test consisting of essay-type and objective test questions. Essay section consists of open (extended answer) questions; the objective part of the test may contain multiple-choice, ordering and sequencing, short answer, binary, completion and/or multiple-matching questions, etc. This mixed test will be done on the official date for the final exam if the students have not passed the two partial tests throughout the course.

Methodologies	Competencies	Description	Qualification
Supervised projects	A1 A9 A11 A14 A15 A18 A19 A20 B1 B2 B3 B5 B6 B7 B8 C6	Students are expected to write a final paper under the supervision of the teacher. Originality in the approach chosen, appropriate style and register as well as grammatical correctness will be awarded.	30
Mixed objective/subjective test	A1 A2 A3 A6 A9 A10 A11 A15 A18 B6 C2	Students can pass this part of the course by sitting for the partial tests which will be done throughout the course OR by means of a final exam which will be held in May. This official exam will be mandatory if the students have not passed/sit for the continuous assessment partial tests.	60
Student portfolio	A6 A9 A10 A15 A18 B1 B3 B6	It will contain small assignments on the contents presented in the lectures and practised in the DI groups. They may also be related to the recommended readings.	10

Assessment comments
IMPORTANT: In order to pass this course, a minimum of 5 out of 10 in the final mark is required. A score of 4 out of 10 is the minimum required in each of the following parts of the course: a) supervised project and b) final mixed test. Any academic dishonesty (plagiarism, cheating in exams, unacceptable use of AI, etc.) will be penalised with the mark of 0 (SUSPENSO) in both the first and the second opportunities, in accordance with the provisions of the "Regulamento disciplinar do estudantado da UDC" (article 11 4b). To detect plagiarism, the application Turnitin could be used. This application recognises papers previously turned in by other people (or the student him/herself) at this university or other universities. Deadlines for assignments are strict. Late arrivals (up to 5 days) will be penalised (25% off the final mark), unless they are duly justified. Extra-credit material carried out by the students during the course could be awarded up to an extra 5% of the final mark. This can include voluntary work, alternative readings, voluntary participation in forums or any other activity proposed and accepted by students and teachers. The students who do not attend the official exam will be given a grade of NP (absent) if they have not handed in the supervised paper or the portfolio. The dates for the supervised projects, oral presentation and mixed objective tests will be announced well ahead of time. July opportunity: Those students with less than a 4 in each of the parts specified above (even if the average is superior to 5) will have to sit for the "second opportunity exam session" in July, where students can retake those parts they have failed, according to the following distribution of percentages: Supervised project (30%), mixed test (60%) and face-to-face assignment related to the contents of the portfolio (10%). Students sitting the December exam (final exam brought forward) will be assessed according to the criteria specified for the July opportunity. Students who are officially registered as part time, and have been granted permission not to attend classes, as stipulated in the regulations of this University, will be assessed in either of the opportunities according to the same criteria specified for the second opportunity. If they wish to present their portfolio, the teacher will indicate which tasks they can complete during the course. This module can be adapted to students who need support for their particular situation (physical, visual, auditory, cognitive, learning process, or related to mental health). If necessary, students should contact the services available in UDC/in their school or faculty, or the Unidade de Atención á Diversidade (ADI) at the beginning of each academic semester in the timeframe officially established (https://www.udc.es/cufie/adi/apoioalumnado/); alternatively, they can contact the ADI tutor in the Faculty of Philology at the following address: pat.filoloxia@udc.gal ). Gender equality: I will incorporate a gender perspective into this subject. This will include, among other measures, the use of non-sexist language, the selection of books and articles written by men and by women, as well as encouraging participation from all students in class, regardless of their gender. I will also try to identify and address sexist prejudices and attitudes and will actively work towards the modification of this environment and the promotion of values of respect and equality. In the event of gender discrimination, appropriate actions will be implemented to rectify such cases.

Basic	Quirk, R. et al. (1985). A Comprehensive Grammar of the English Language. . Harlow: Longman. Trask, R.L (1993). A Dictionary of Grammatical Terms in Linguistics. . London and New York: Routledge. Greenbaum, S.& R. Quirk (1990). A Student’s Grammar of the English Language. . London: Longman. Huddleston, R. & G. Pullum. (2006). A Student’s Introduction to English Grammar. . Cambridge: C.U.P Downing, Angela. & P. Locke (2006). A University Course in English Grammar. Hemel Hempsted: Prentice Hall International. Bailey, S (2011). Academic Writing. New York: Routledge Depraetere, I., & Langford, C. (2012). Advanced English grammar: a linguistic approach. . London; New York: Continuum International Pub. Hewings, M. (2005). Advanced Grammar in Use. Cambridge: C.U.P Van Gelderen, Elly. ( 2010.). An Introduction to the Grammar of English. Revised Edition. . Amsterdam and Philadelphia: John Benjamins. Burton-Roberts, N. (1997/2010). Analysing Sentences (COURSE BOOK). London and New York: Longman. Carter, R. & M. McCarthy (2006.). Cambridge Grammar of English. . Cambridge: C.U.P. Mackenzie, J.L. and Elena Martínez Caro (2012). Compare and Contrast: A Grammar of English for Speakers of Spanish. . Granada: Comares. Brown, G and Yule, G (1983). Discourse analysis. Cambridge: C.U.P Huddleston, R. (1984). Introduction to the Grammar of English. Cambridge: C.U.P Gotti, M (2011). Investigating specialized discourse. Bern: Peter Lang Biber, Douglas, Susan Conrad and Geoffrey Leech (2002). Longman Student Grammar of Spoken and Written English. London:Longman Simpson, Paul (2014). Stylistics: A Resource Book for Students. London and New York: Routledge. Ballard, Kim (2013). The Frameworks of English. New York: Palgrave Macmillan Brinton, L. and Donna Brinton. (2010). The Linguistic Structure of Modern English.. Amsterdam and Philadelphia: John Benjamins

Complementary
	Other books Carnie, A. 2006. Syntax. London: Blackwell. Collins, P. And C. Hollo. 2010. English Grammar. An Introduction. London: Palgrave Macmillan. Crystal, D. 2004. Making Sense of Grammar. London: Longman Halliday, M.A.K. 1985. An Introduction to Functional Grammar. London: Edward Arnold. Kolln, M. & Funk, R. 2001. Understanding English Grammar. London: Longman. Kuiper, K. And W.S. Allan. 2010. An Introduction to English Language. 3rd edition. London: Palgrave Macmillan. Mackenzie, J.L. and E. Martínez Caro, 2012. Compare and Contrast: A Grammar of English for Speakers of Spanish. Granada: Comares. Matthews, P.H. 1981. Syntax.  Cambridge: CUP. Miller, J. 2002. An Introduction to English Syntax. Edinburgh: E.U.P. Radford, A. 1988. Transformational Grammar.  Cambridge: CUP. Saeed, J. 1997. Semantics. Oxford: Blackwell Van Valin, R.D. 2001. An Introduction to Syntax. Cambridge: Cambridge University Press. Wardaugh, Ronald 2008. Understanding English Grammar. A Linguistic Approach. London: Blackwell.