Identifying Data 2019/20
Subject (*) Pragmatics and Discourse Analysis in English Code 613505112
Study programme
Mestrado Universitario en Estudos Ingleses Avanzados e as súas Aplicacións (2019)
Descriptors Cycle Period Year Type Credits
Official Master's Degree 2nd four-month period
 First Optional 3
Language
English
Teaching method Face-to-face
Prerequisites
Department Letras
Coordinador
Woodward Smith, Elizabeth Anne
 E-mail
elizabeth.woodward@udc.es
Lecturers
Woodward Smith, Elizabeth Anne
 E-mail
elizabeth.woodward@udc.es
Web http://www.imaes.eu/?page_id=31
General description Toda la información relativa tanto a esta materia como al resto del Máster la pueden encontrar en la dirección Web arriba señalada.
http://www.imaes.eu/wp-content/uploads/2017/06/PRAGMATICA-Y-ANALISIS-DEL-DISCURSO-2017-18_Guia-docente.pdf

Study programme competencies
Code Study programme competences
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
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
 BR1
BR2
BR3
BR4
BR5
BR6
BR7
BR8
BR9
BR10
BR11
BR12
BR13
BR14
BR15

Contents
Topic Sub-topic
1. Introducing Discourse Analysis




 1.1. Basic concepts
1.2. Overview of the field
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 Ordinary class hours 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
 
(*)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
Methodologies
Seminar
Description
Class attendance is complusory.
The teacher is available in office hours, and also via e-mail.

Assessment
Methodologies Competencies Description 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
 
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>&nbsp;</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.&nbsp;
  • 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.&nbsp;
  • With this warning, students are hereby informed of the academic consequences.
    • </ul>

    Sources of information
    Basic

    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


    Recommendations
    Subjects that it is recommended to have taken before

    Subjects that are recommended to be taken simultaneously

    Subjects that continue the syllabus

    Other comments


    (*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.