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FACULTAD DE FILOSOFÍA Y LETRAS 2017/18 Year
TEACHING GUIDE
www.uco.esfacebook.com/universidadcordoba@univcordoba
INFORMACIÓN SOBRE TITULACIONESDE LA UNIVERSIDAD DE CÓRDOBA
uco.es/gradosTEXTO Y DISCURSO PAGE 1/7 2017/18 Year
DETAILS OF THE SUBJECT
Title (of the subject): TEXTO Y DISCURSO
Code: 100553
Degree/Master: GRADO DE ESTUDIOS INGLESES Year: 4
Name of the module to which it belongs:
Field: LINGÜÍSTICA DESCRIPTIVA DEL INGLÉS
Character: OBLIGATORIA Duration: FIRST TERM
ECTS Credits: 6 Classroom hours: 60
Face-to-face classroom percentage: 40% Non-contact hours: 90
Online platform:
TEACHER INFORMATION
Name: BLANCO CARRIÓN, OLGA (Coordinador)
Department: FILOLOGÍAS INGLESA Y ALEMANA
Area: FILOLOGÍA INGLESA
Office location: planta 1ª junto a la administración del Departamento de Filologías Inglesa y Alemana
E-Mail: ff1blcao@uco.es Phone: 957218119
Name: PEREZ DE LUQUE, JUAN LUIS
Department: FILOLOGÍAS INGLESA Y ALEMANA
Area: FILOLOGÍA INGLESA
Office location: planta 1ª junto al laboratorio de idiomas
E-Mail: i82peluj@uco.es Phone: 957218426
REQUIREMENTS AND RECOMMENDATIONS
Prerequisites established in the study plan
None.
Recommendations
None specified.
SKILLS
CB1 analysis and summary skills
CB2 Ability to organise and plan.
CB3 Knowledge of a foreign language (English)
CB5 The students have the ability to come together and interpret relevant data (Normally withing their area of study) to make better
judgements which include thoughts about relevant social, scientific and ethical factors
CB8 Students know how to apply their knowledge to their work or vocation in a professional manner and they have abilities which they
demonstrate by way of their development, defending arguments, and problem solving within their area of study.
CB13 Self-evaluation skills
CB14 Abiltity to adapt to new situations.
CB17 professional skills, and an entrepreneur spirit
CB18 The students have demonstrated having an understanding in an area of study that is part of general secondary education and it¿s
usually the case at that level that, even though if it is provided by advanced textbooks, it includes some aspects which require
knowledge from the forefront of the field.
CU1 Acredit the use and mastery of a foreign language
CU2 To understand and improve basic IT skills
CE10 Knowledge of the correct terminology of the main linguistic disciplines.
CE11 Knowledge of Enlglish language characteristics in relation to the mother tongue, and their contrasting features. Theoretical and
practical knowledge of the linking features between English and Spanish
CE12 Analysis, comentary and explanation of a range of English texts. Different types, publications, genres and historical periods.
CE13 Mastery of idions and written academic English, as well as the techniques to develop academic works. The ability to argue and express
abstract concepts, hypothesis, and relationships within academic essays
FACULTAD DE FILOSOFÍA Y LETRAS 2017/18 Year
TEACHING GUIDE
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INFORMACIÓN SOBRE TITULACIONESDE LA UNIVERSIDAD DE CÓRDOBA
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CE15 Use of different recourses to study and investigate, both print and electronic, the English language (Bibliographies, databases,
language study specific applications)
CE16 Knowledge of methodologies, tools and language industry resources as well as communication technologies and data.
CE24 Identification, classification, explication, and evaluation of the different linguistic functions with respect to groups, relations and
processes
CE25 The abilitiy to analist phonetics - phonology, morphosyntactic, semantic, and discourse analysis od the English language
CE27 Participation in group learning activities: Work, study
CE28 Participation in learning environments and sharing gained knowledge: News groups, blogs
CE29 Analysis of the determinants related to the use of language in a given situation and how they affect the final form shown in the word
choice, speech, and in writing.
CE33 The ability to develop critical and independent thinking by reading and analysing literary works as well as cultural events in English.
CE34 The ability to critically evaluate a consulted bibliography and fit it in amongst a perspective theory
CE35 The ability to design and produce educational materials for self study relating to the module content.
CE39 The ability to recognise the cognative factors and functions which determine the structure and use of langauge.
CE40 Develop a freedom to select language resources and methodologies depending on the objective
CE41 DevelopmeDevelopment of intersests for language theory and its application in various fields, for example the study of creative writing
in English, and teaching methodology and learning English.
CE42 development of interests for linguistic theory and its description, both synchronously and diachronically.
CE43 deveopment of interests for different theories on teaching and language learning, in a diverse contex in terms of traditions, methods
and approaches.
CE44 The ability to summarise, organise, manipulate and communicate what you¿ve learned in other modules efficiently.
CE45 Acceptance of other criticisms the differ from those adopted by the student body
CE51 The ability to distinguish between different theoretical/critical approaches within the same problem.
CE52 The ability to identify problems and research issues and evaluate their relevance.
CE53 The skills to analise texts and speech in English using appropriate analisis techniques.
OBJECTIVES
This course is intended to introduce the student to the discipline of textual linguistics and discourse analysis. One main objective is to provide the
student with the theoretical and hermeneutical tools and notions -drawn from disciplines such as textual linguistics, discourse analysis, stylistics and
narratology, which he will apply to the reading and analysis of the different kinds of texts. We will be paying special attention to questions of textual
coherence and cohesion, and to the relation between texts and the wider social/cultural/political context.
CONTENT
1. Theory contents
1. Text and discourse: An Introduction.
2. Main concepts in text and discourse analysis.
3. Cognitive tools for text and discourse analysis.
4. Textual construction and ideology.
5. Fictional discourse:
5.1. Science fiction
5.2. Horror fiction
6. Non-fictional discourse:
6.1. Autobiography
FACULTAD DE FILOSOFÍA Y LETRAS 2017/18 Year
TEACHING GUIDE
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6.2. Political/ideological discourse
2. Practical contents
Each unit contains a series of practical exercises to be dealt with mostly in the reduced groups. However, due to the inseparable nature of theory and
practice of the contents, discourse and textual analysis will not be exclussive to these groups, and frequent analysis will be carried out in the large group
sesssions.
METHODOLOGY
Methodological adaptations for part-time students and students with disabilities and special educational needs
Students are required to contact the lecturer at the beginning of the course to receive information on how to successfully pass the course.
Face-to-face activities
Activity Large group Medium group Total
Assessment activities 2 - 2
Lectures 30 - 30
Seminar - 5 5
Text analysis 7 5 12
Text commentary 6 5 11
Total hours: 45 15 60
Not on-site activities
Activity Total
Bibliographic consultations 10
Exercises 35
Finding information 10
Self-study 35
Total hours: 90
WORK MATERIALS FOR STUDENTS
Practical cases and examples
Dossier
Clarifications:
Students are required to get the material left in the copy-shop before attending the lectures.
FACULTAD DE FILOSOFÍA Y LETRAS 2017/18 Year
TEACHING GUIDE
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EVALUATION
Skills
Tools
Assignments and
projects Exams
Oral presentations
Text commentary
CB1 x x x x
CB13 x x
CB14 x
CB17 x x x
CB18 x x
CB2 x x x
CB3 x x x x
CB5 x x x x
CB8 x x x x
CE10 x x x x
CE11 x x
CE12 x x x x
CE13 x x x x
CE15 x x x
CE16 x
CE24 x x x x
CE25 x x
CE27 x
CE28 x
CE29 x x x x
CE33 x x x x
CE34 x x
CE35 x
CE39 x x
CE40 x x
CE41 x x
CE42 x x
CE43 x x
CE44 x x
CE45 x x
CE51 x x
CE52 x x x x
CE53 x x x x
FACULTAD DE FILOSOFÍA Y LETRAS 2017/18 Year
TEACHING GUIDE
www.uco.esfacebook.com/universidadcordoba@univcordoba
INFORMACIÓN SOBRE TITULACIONESDE LA UNIVERSIDAD DE CÓRDOBA
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CU1 x x x x
CU2 x
Total (100%) 40% 25% 10% 25%
Minimum grade.(*) 5 5 2 4
(*) Minimum grade necessary to pass the subject
¿Valora la asistencia?: No
General clarifications on instruments for evaluation:
The grades obtained in the each of the parts will be valid for the current academic year.
Clarifications on the methodology for part-time students and students with disabilities and special educational needs:
Part time students are required to contact the lecturers at the beginning of the course to get indications on how to successfully pass the course.
Qualifying criteria for obtaining honors: obtaining a minimum qualification of 9,0 points (to best qualifications restricted to the legal number of honours
that can be granted)
¿Hay examenes/pruebas parciales?: No
BIBLIOGRAPHY
1. Basic Bibliography:
Allot N (2005) The role of misused concepts in manufacturing consent: A cognitive account. In: de Saussure L, Schulz P (eds) Manipulation and
Ideologies in the Twentieth Century: Discourse, Language, Mind. Amsterdam and Philadelphia, PA: John Benjamins, 147–168
Beaugrande, Robert de. Introduction to Text Linguistics. London: Longman, 1981.
Beard, Adrian. The Language of Politics. London: Routledge, 2000.
Bell, Allan. The Language of News Media. Oxford: Blackwell, 1991.
Bex, Tony. Variety in Written English: Texts in society: Society in Texts. London: Routledge, 2006.
Brown, Gillian & George Yule. Discourse Analysis. Cambridge: Cambridge University Press, 1989.
Carroll, Noel. The Philosophy of Horror or Paradoxes of the Heart. New York: Routledge, 1990.
Caverni J-P, Fabre J-P, Gonzalez M (eds) (1990) Cognitive Biases. Amsterdam: North-Holland–Elsevier.
Chafe W (1987) Cognitive constraints on information flow. In: Tomlin R (ed.) Coherence and Grounding in Discourse. Amsterdam and Philadelphia, PA:
John Benjamins, 21–51.
Chilton P (2005a) Missing links in mainstream CDA: Modules, blends and the critical instinct. In:
Chilton P (2005b) Manipulation, memes and metaphors: The case of Mein Kampf. In: de Saussure L, Schulz P (eds) Manipulation and Ideologies in the
Twentieth Century: Discourse, Language, Mind. Amsterdam: John Benjamins, 15–43.
Csicsery-Ronay, Istvan. Seven Beauties of Science Fiction. Middletown: Wesleyan UP, 2008.
de Saussure L (2005) Manipulation and cognitive pragmatics: Preliminary hypotheses. In: de Saussure L, Schulz P (eds) Manipulation and Ideologies in
the Twentieth Century: Discourse, Language, Mind. Amsterdam: John Benjamins, 113–146.
FACULTAD DE FILOSOFÍA Y LETRAS 2017/18 Year
TEACHING GUIDE
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de Saussure L (2007) Procedural pragmatics and the study of discourse. Pragmatics and Cognition 15(1): 139–159.
Halliday MAK (1985) Spoken and Written Language. Oxford: Oxford University Press.
Hart C (2010) Critical Discourse Analysis and Cognitive Science: New Perspectives on Immigration Discourse. Basingstoke: Palgrave Macmillan.
Maillat D, Oswald S (2009) Defining manipulative discourse: The pragmatics of cognitive illusions. International Review of Pragmatics 1(2):
348–370.
Morency P, Oswald S, de Saussure L (2008) Explicitness, implicitness and commitment attribution: A cognitive pragmatic approach. Belgian Journal of
Linguistics 22: 197–219.
O'Halloran K (2003) Critical Discourse Analysis and Language Cognition. Edinburgh: Edinburgh University Press.
Oswald S (2010) Pragmatics of uncooperative and manipulative communication. PhD dissertation, University of Neuchâtel, Switzerland.
Smith, Sidonie and Julia Watson. Reading Autobiography. A Guide for Intepreting Life Narratives. Minneapolis: University of Minnesotta Press, 2010.
Sperber D, Wilson D (1995) Relevance: Communication and Cognition, 2nd edn. Oxford: Blackwell.
Sperber D, Clément F, Heintz C, Mascaro O, Mercier H, Origgi G, Wilson D (2010) Epistemic vigilance. Mind and Language 25(4): 359–393.
Turney, Alan, ed. Applied Text Linguistics: Six Contributions from Exeter. Exeter: University of Exeter, 1988.
van Dijk T (2008) Discourse and Context: A Sociocognitive Approach. Cambridge: Cambridge University Press.
van Dijk T (2011) Discourse, knowledge, power and politics: Towards critical epistemic discourse analysis. In: Hart C (ed.) Critical Discourse Studies in
Context and Cognition. Amsterdam: John Benjamins, 27–64.
Widdowson HG (2004) Text, Context, Pretext: Critical Issues in Discourse Analysis. Oxford: Blackwell.
Wilson D (1998) Discourse, Coherence and Relevance: A Reply to Rachel Giora. Journal of Pragmatics 29: 57–74.
Wodak R, Chilton P (eds) A New Research Agenda in Critical Discourse Analysis: Theory and Interdisciplinarity. Amsterdam: John Benjamins,
19–52.
2. Further reading:
Coulthard, Malcom. An Introduction to Discourse Analysis. London: Longman, 1979.
De Beaugrande, Robert-Alain & Wolfgang Ulrich Dressler. Introduction to Text Linguistics. London: Longman,
1994.
Dressler, Wolfgang U. Current Trends in Text Linguistics. Berlin: Walter de Gruyter, 1978.
Fairclough, Norman. Language and Power. London: Longman, 1989.
Fowler, Roger. La literatura como discurso social. La práctica de la crítica lingüística. Alcoy: Marfil, 1988.
Fowler, Roger. Language in the News: Discourse and Ideology in the Press. London: Routledge, 1991.
Gee, James Paul. Social Linguistics and Literacies. London: Routledge, 2008.
Jones, Rodney. Discourse Analysis. A Resource Book for Students. London: Routledge, 2012.
Pérez Rodríguez, Eva María & José Igor Prieto Arranz. Commenting on Texts: Literature, History and the Media. Palma de Mallorca: Universidad de las
FACULTAD DE FILOSOFÍA Y LETRAS 2017/18 Year
TEACHING GUIDE
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Islas Baleares, 2006.
Scollon, Ronald. Mediated Discourse as Social Interaction: A Study of News Discourse. London: Longman, 1998.
COORDINATION CRITERIA
No criteria entered.
SCHEDULE
Period
Activity
Assessment
activities Lectures Seminar
Text
analysis
Text
commentary
1# Fortnight 0 6 0 0 1
2# Fortnight 0 5 0 1 1
3# Fortnight 0 6 0 1 1
4# Fortnight 0 4 1 1.5 1
5# Fortnight 0 4 1 2 1
6# Fortnight 0 3 1 2 2
7# Fortnight 0 2 1 2.5 2
8# Fortnight 2 0 1 2 2
Total hours: 2 30 5 12 11
The methodological strategies and the evaluation system contemplated in this Teaching Guide will be adaptedaccording to the needs presented by students with disabilities and special educational needs in the cases that arerequired.
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