Identifying Data 2020/21
Subject (*) English Studies Code 613G03039
Study programme
Grao en Inglés: Estudos Lingüísticos e Literarios
Descriptors Cycle Period Year Type Credits
Graduate 2nd four-month period
 Fourth Obligatory 6
Language
English
Teaching method Face-to-face
Prerequisites
Department Letras
Coordinador
Lezcano Gonzalez, Emma
 E-mail
emma.lezcano@udc.es
Lecturers
Lezcano Gonzalez, Emma
 E-mail
emma.lezcano@udc.es
Web
General description Esta materia aborda o estudo da gramática da lingua inglesa desde un punto de vista descritivo e práctico, centrándose principalmente na análise sintáctica das unidades gramaticais pero introducindo tamén algúns aspectos relativos á análise textual e discursiva. Abordarase tamén a práctica en uso de estruturas gramaticais a nivel avanzado.
Nivel de competencia que se espera alcanzar: C1 máis algunhas competencias de C2.
Contingency plan 1. Modificacións nos contidos

Non se prevén cambios.

2. Metodoloxías
*Metodoloxías docentes que se manteñen

Mantéñense todas pero de xeito telemático a través de correo electrónico, Teams e Moodle, utilizando as ferramentas informáticas máis axeitadas para cada metodoloxía, respectando o horario de aulas e de titorías e sen aumentar a carga de traballo do alumnado.

*Metodoloxías docentes que se modifican

Ningunha

3. Mecanismos de atención personalizada ao alumnado

Correo electrónico: Consultarase de luns a venres en horario de 9:00 a 17:00.

Moodle: En horario de aulas e en horario oficial de titorías.

Teams: En horario de aulas e en horario oficial de titorías. Vídeo conferencia individual con cita previa.

4. Modificacións na avaliación

Non se realizarán cambios.

*Observacións de avaliación:
A(s) proba(s) mixtas fara(n)se a través de Moodle ou Teams nas datas establecidas e de xeito síncrono preferentemente. No caso de fallos xerais no sistema ou problemas de conexión xustificados a profesora facilitará a proba por correo electrónico ou utilizará a vía telefónica se é preciso.

5. Modificacións da bibliografía ou webgrafía

Dispoñerán dos materiais de traballo necesarios de maneira dixitalizada en Moodle.

Study programme competencies
Code Study programme competences
A1 Coñecer e aplicar os métodos e as técnicas de análise lingüística e literaria.
A2 Saber analizar e comentar textos e discursos literarios e non literarios utilizando apropiadamente as técnicas de análise textual.
A3 Coñecer as correntes teóricas da lingüística e da ciencia literaria.
A6 Ter un dominio instrumental avanzado oral e escrito da lingua inglesa.
A9 Elaborar textos orais e escritos de diferente tipo en lingua galega, española e inglesa.
A10 Ter capacidade para avaliar criticamente o estilo dun texto e para formular propostas alternativas e correccións.
A11 Ter capacidade para avaliar, analizar e sintetizar criticamente información especializada.
A14 Ser capaz para identificar problemas e temas de investigación no ámbito dos estudos lingüísticos e literarios e interrelacionar os distintos aspectos destes estudos.
A15 Ser capaz de aplicar os coñecementos lingüísticos e literarios á práctica.
A17 Coñecer a historia e a cultura das comunidades anglófonas.
A18 Dominar a gramática da lingua inglesa.
A19 Coñecer a situación sociolingüística da lingua inglesa.
A20 Coñecer a variación lingüística da lingua inglesa.
A21 Coñecer a evolución histórica externa e interna da lingua inglesa.
B1 Utilizar os recursos bibliográficos, as bases de datos e as ferramentas de busca de información.
B2 Manexar ferramentas, programas e aplicacións informáticas específicas.
B3 Adquirir capacidade de autoformación.
B4 Ser capaz de comunicarse de maneira efectiva en calquera contorno.
B5 Relacionar os coñecementos cos doutras áreas e disciplinas.
B6 Ter capacidade de organizar o traballo, planificar e xestionar o tempo e resolver problemas de forma efectiva.
B7 Ter capacidade de análise e síntese, de valorar criticamente o coñecemento e de exercer o pensamento crítico.
B8 Apreciar a diversidade.
C2 Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro.
C6 Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse.

Learning aims
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

Contents
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 noun phrase

3.1. The structure of the noun phrase
3.2. Modification and complementation within NP
3.3. Semantic and syntactic ambiguity
4. 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
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

Planning
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 17 20 37
Workshop A2 A6 A9 A10 A11 A15 B4 C2 17 0 17
Workbook A2 A10 A14 B6 B7 0 10 10
Document analysis A1 A2 A3 A6 A10 A11 A18 B3 B5 B6 3 7 10
Supervised projects A1 A9 A11 A14 A15 A18 A19 A20 B1 B2 B3 B5 B6 B7 B8 C6 0 20 20
Oral presentation A6 A9 B1 B2 B3 B4 B5 B6 3 8 11
Mixed objective/subjective test A1 A2 A3 A6 A9 A10 A11 A15 A18 B6 C2 3 0 3
 
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
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 and also present it orally (individually or in pairs). 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.
Oral presentation Oral presentation of the supervised project.
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.

Personalized attention
Methodologies
Oral presentation
Supervised projects
Workshop
Description
Throughout the semester, students are strongly advised to inform the lecturer about their progress on the supervised projects, oral presentation and on the course in general, either during office hours or by e-mail.

Assessment
Methodologies Competencies Description Qualification
Oral presentation A6 A9 B1 B2 B3 B4 B5 B6 The students will have to present their supervised projects orally, as a complement of the written work. Their communicative competences and their presentation skills and meaningful use of technological tools will be evaluated. 10
Supervised projects A1 A9 A11 A14 A15 A18 A19 A20 B1 B2 B3 B5 B6 B7 B8 C6 Originality in the approach chosen, appropriate style and register as well as grammatical correctness will be awarded. 30
Workshop A2 A6 A9 A10 A11 A15 B4 C2 Different types of activities and tasks will be collected and assessed during the course. They will be done in the classroom (with or without prior notice) or at home and will be related to the contents explained in the lectures or the recommended readings. 20
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. 40
 
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) workshop activities, b) weighted average of supervised project and oral presentation, c) final mixed test.

Deadlines for assignments are strict. Late arrivals will be penalised, unless they are duly justified.

Pieces of work including plagiarized material will be marked with 0.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.  

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 more than 50% of the continuous assessment
activities.

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 written project (30%) defended with an oral presentation (10%), written tasks similar to those evaluated during the course (20%), mixed test about the contents of the course (40%).

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. 

ADI is a university office specialised in attending to members of the
university with special needs due to discapacity or other differentiating
situations with regard to the rest of the community. Students can talk to Dr.
Ana Veleiro for more information, or contact ADI directly at
http://www.udc.es/cufie/uadi/, or by phone ext. 5622, or via email: adi@udc.es













Sources of information
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 Yourk: 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, A. & 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
Burton-Roberts, N. (1997/2010). Analysing Sentences. London and New York: Longman.
Carter, R. & M. McCarthy (2006.). Cambridge Grammar of English. . Cambridge: C.U.P.
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


Complementary

Biber, D., S. Johansson, G. Leech, S. Conrad, and E. 1999. Longman Grammar of Spoken and Written English. London: Longman
Brinton, L and D. Brinton. 2010 (2000). The Linguistic Structure of Modern English. Amsterdam and Philadelphia: John Benjamins
Carnie, A. 2006. Syntax. London: Blackwell.
Carter, R. & M. McCarthy. 2006. Cambridge Grammar of English. Cambridge: C.U.P.
Collins, P. And C. Hollo. 2010. English Grammar. An Introduction. London: Palgrave Macmillan.
Crystal, D. 2004. Making Sense of Grammar. London: Longman
Elly van. 2010. An Introduction to the Grammar of English. Revised Edition. Amsterdam and Philadelphia: John Benjamins.
Halliday, M.A.K. 1985. An Introduction to Functional Grammar. London: Edward Arnold.
Huddleston, R. & G. Pullum. 2002. The Cambridge Grammar of the English Language. Cambridge: C.U.P.
Huddleston, R. 1988. English Grammar: An Outline. Cambridge: Cambridge University Press.
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.


Recommendations
Subjects that it is recommended to have taken before
Lingua Inglesa 1/613G03003
Lingua Inglesa 2/613G03008
Lingua Inglesa 3/613G03015
Lingua Inglesa 4/613G03019
Use of English 1/613G03020
English Grammar/613G03025

Subjects that are recommended to be taken simultaneously
Use of English 2/613G03037

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.