IDENTIFYING DATA 2023_24
Subject (*) ENGLISH LANGUAGE III Code 12274111
Study programme
Bachelor's Degree in English Studies (2009)
 Cycle 1st & 2nd
Descriptors Credits Type Year Period
6 Compulsory Third 1Q
Language
Anglès
Department English and German Studies
Coordinator
GALLEGO BALSÀ, LÍDIA
 E-mail lidia.gallego@urv.cat
Lecturers
GALLEGO BALSÀ, LÍDIA
Web
General description and relevant information <p>The aim of this course is to provide a practical approach to the reception of English texts from a critical standpoint. In essence, this perspective involves two main aspects. Firstly, it entails engaging with texts as a result of deliberate linguistic choices made by the author to achieve specific objectives. Secondly, the adopted critical perspective requires students to (i) integrate the processes of text production and reception within the context of literacy practices in specific communicative and sociocultural settings, and (ii) conduct detailed textual analysis with a particular focus on intertextual connections, such as discourses, genres, or styles. Since the course is primarily designed for English students for whom English is a foreign language, a secondary objective is to develop students' communicative competence in English by acquiring a more technical and sophisticated awareness of verbal communication in this language. This heightened awareness encompasses (a) practical awareness, which involves the ability to control, manipulate, and be creative with language, (b) discursive awareness, which involves the ability to discuss language precisely and engage in formal analysis, and (c) the capacity to consider language usage as both a result of and a tool for social and ideological practices.</p>

Competences
Type A Code Competences Specific
Type B Code Competences Transversal
Type C Code Competences Nuclear

Learning outcomes
Type A Code Learning outcomes
Type B Code Learning outcomes
Type C Code Learning outcomes

Contents
Topic Sub-topic
1. Critical discourse
analysis: theory, method, and
practice 		Familiarització amb el programa i
materials de l'assignatura

Reading assignment 1: Cots (2006)
2. Genre structure Reading assignment 2: Goatly & Hiradhar (2016: 12-42)
3. Representing theworld Reading assignment 3: Goatly & Hiradhar (2016: 44-80)
4. Creating social
relationships 		Reading assignment 4: Goatly & Hiradhar (2016: 82-112) (3
hores)
5. Implicit knowledge and
inferences 		Reading assignment 5: Goatly & Hiradhar (2016: 116-141)
6. Subject positioning in
texts 		Reading assignment 6: Goatly & Hiradhar (2016: 142-154)
7. Intertextuality Reading assignment 7: Goatly & Hiradhar (2016: 156-169)
8. Advertising,
consumerism and capitalism 		Reading assignment 8: Goatly & Hiradhar (2016: 173-208)
9. Press, power and
democracy 		Reading assignment 9: Goatly & Hiradhar (2016: 209-238)
10. The ecological crisis Reading assignment 10: Goatly & Hiradhar (2016: 240-276)

Planning
Methodologies  ::  Tests
  Competences (*) Class hours
 Hours outside the classroom
 (**) Total hours
Introductory activities
A5
CT4
 1 0 1
Lecture
A5
 14 25 39
Problem solving, exercises in the classroom
A5
 37 25 62
Problem solving, exercises
A5
 1 40 41
Personal attention
1 0 1
 
Mixed tests
A5
 6 0 6
 
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies
  Description
Introductory activities – Course presentation: objectives, contents, methodology, course planning, assessment, bibliographical references and relation to the rest of the degree program
– Instructions to carry out exercises, tasks and assignments
– Feedback to whole group on work done and tests taken
Lecture – Presentation of course contents by means of explanation, exemplification and visual aids
– Students' active participation: questions and contributions
Problem solving, exercises in the classroom – Exercises of a miscellaneous type directly connected with theoretical course contents, to be corrected and discussed in class and aimed at the understanding and assimilation of course contents
Problem solving, exercises – Exercises of a miscellaneous type directly connected with theoretical course contents, designed to provide extra practice for students to understand and assimilate course contents
Personal attention – Individual or group
– Solve doubts concerning course contents, mechanics or evaluation
– Provide feedback
– Provide additional support
– Make suggestions for improvement
– Provide advice on remedial work
– Check on student progress

Personalized attention
Description

– Individual or group – Solve doubts concerning course contents, mechanics or evaluation – Provide feedback – Provide additional support – Make suggestions for improvement – Provide advice on remedial work – Check on students' progress



Assessment
Methodologies Competences Description Weight        
Mixed tests
A5
 There are four components to the evaluation of this course. These include 1) three short class tests (30%); 2) a portfolio including the students' response papers to their weekly reding assignments (30%); 3) an oral presentation in groups (15%) and 4) a final practical exam in which the students will need to analyse one text in line with the theoretical concepts learnt during the course (25%) 100%
Others  
 
Other comments and second exam session

1st call: continuous evalutation

Passing grade: 50%.

2nd Call

Final exam worth 100% that includes questions and exercises on all the topics covered in the course. Students must obtain a minimum of 50% to pass this exam.

Sources of information

Basic

Course book:

Goatly, A. & P. Hiradhar (2016). Critical Reading and Writing in the Digital Age: An Introductory Coursebook. Oxon (England): Routledge.

Companion website to Critical Reading and Writing in the Digital Age: An Introductory Coursebook: http://www.routledgetextbooks.com/textbooks/9780415842624/

Useful resources:

Bloor, M. & T. Bloor (2007). The Practice of Critical Discourse Analysis: An Introduction. Oxon, UK: Routledge.

Bartlett, T. (2012) Analysing power in language. A practical guide. Abingdon (England): Routledge.

Blommaert, J. (2005) Discourse. A critical introduction. Cambridge: Cambridge University Press.

Coffin, C.; Lillis, T.; O’Halloran, K. (2010) Applied linguistics methods. A reader: systemic functional linguistics, critical discourse analysis and ethnography. London: Routledge.

Cots, J.M. (2006) Teaching with an attitude: Critical Discourse Analysis in EFL teaching. ELT Journal 60 (4): 336-345.

Fairclough, N. (1995, 2010) Critical discourse analysis. The critical study of language. London: Pearson.

Fairclough, N. (1989) Language and power. London and New York: Longman.

Machin, D. & A. Mayr (2012) How to do critical discourse analysis: a multimodal introduction. Abingdon (England): Routledge.

Mooney, A. et al. (2011) Language, society and power. Reader. Abingdon (England): Routledge.

Mooney, A. et al. (2011, 3rd edition) Language, society and power. An introduction. Abingdon (England): Routledge.

Parker, I. and Bolton Discourse Network (1999) Critical textwork: an introduction to varieties of discourse and analysis. Buckingham, UK: Open University Press.

Richardson, J. (2007) Analysing newspapers: an approach from critical discourse analysis. Basingstoke, UK: Palgrave Macmillan.

Rogers, R. (ed.) (2011, 2nd edition) Critical discourse analysis in education. Abingdon (England): Routledge.

Thornborrow, J. (2002) Power talk. Language and interaction in institutional discourse. Harlow, England: Longman.

Wallace, C. (2003). Critical reading in language education. Basingstoke, UK: Palgrave Macmillan.

Wodak, R. and Meyer, M. (ed.) (2009) Methods of critical discourse analysis. Los Angeles and London: Sage.

Young, L. and Harrison, C. (2004) Systemic functional linguistics and critical discourse analysis: studies in social change. London and New York: Continuum.

Websites:

http://www.qualitative-research.net/index.php/fqs/article/view/255/561

https://sites.google.com/a/sheffield.ac.uk/all-about-linguistics/branches/discourse-analysis/example-research

http://www.kon.org/archives/forum/15-1/mcgregorcda.html

http://www.academia.edu/358173/Critical_Discourse_Analysis

http://www.strath.ac.uk/aer/materials/6furtherqualitativeresearchdesignandanalysis/unit3/introduction/
Complementary

Recommendations

Subjects that continue the syllabus
ENGLISH LANGUAGE IV/12274112


Subjects that it is recommended to have taken before
ENGLISH LANGUAGE II/12274106
(*)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.