English.hksyu.edu



Hong Kong Shue Yan University

Department of English Language & Literature

2nd term, 2019-2020

Course Title: Discourse Analysis

Course Code: ENG 270

Year of Study: 2nd and 3rd

Number of Credits: 3

Duration in Weeks: 15

Contact Hours per Week: 3

Pre-requisite(s): ENG160 Introduction to Linguistics

Prepared by: Dr. Sherman LEE

Course Aims

Discourse analysis (DA) is concerned with the examination of language in use. It encompasses a diversity of approaches with which to describe and explain the structure and function of texts, and how they communicate meaning in different social and situational contexts. This course aims to introduce students to some of the fundamental concepts and methods for describing and analysing written, spoken and visual discourse. Authentic examples of texts will be drawn from a variety of genres for illustration (e.g. conversations, speeches, academic writing, newspaper articles, internet communication, advertisements). Students will be encouraged to collect and analyse their own data for their assignments.

Course Outcomes, Teaching Activities and Assessment

|Course Intended Learning Outcomes (ILOs) |

|Upon completion of this course students should be able to: |

|ILO1 |Distinguish between different types and genres of texts produced in different social and situational contexts, and |

| |describe their structural features and communicative functions |

|ILO2 |Explain fundamental concepts, terms and methods associated with key approaches to discourse analysis |

|ILO3 |Apply such concepts, terms and methods to the examination of written, spoken and visual texts of various genres |

|ILO4 |Synthesise and utilise their discourse analytic knowledge and skills to critically analyse and evaluate authentic texts |

| |and discourse practices |

|Teaching and Learning Activities (TLAs) |

|TLA1 |Interactive lectures introducing key concepts and skills |

|TLA2 |In-class discussions |

|TLA3 |In-class analysis of written, spoken and visual texts |

|TLA4 |Consultations with instructor on data collection and analysis for term paper |

|Assessment Tasks (ATs) |

|AT1 |Class participation and performance |10% |

| |(E.g. Active participation during in-class or online discussions and analysis of sample texts) | |

|AT2 |Mid-term quiz |20% |

| |(Short answer questions related to concepts, terms and methods covered in the first half of the | |

| |course) | |

|AT3 |Term Paper |30% |

| |(Individual 1800-2200 word paper presenting an in-depth analysis of a piece of written, spoken, | |

| |visual or multi-modal text of the student’s own choosing, using one or more DA approaches covered | |

| |in the course) | |

|AT4 |Final Examination |40% |

| |(Short essay type questions related to concepts, terms and methods covered in the course, | |

| |including analyses of authentic texts) | |

| |TOTAL |100% |

|Alignment of Course Intended Learning Outcomes, Teaching and Learning Activities and Assessment Tasks |

|Course Intended Learning Outcomes |Teaching and Learning Activities |Assessment Tasks |

|ILO1 |TLA1,2,3,4 |AT1,2,3,4 |

|ILO2 |TLA1,2,3,4 |AT1,2,3,4 |

|ILO3 |TLA2,3,4 |AT1,2,3,4 |

|ILO4 |TLA3,4 |AT3,4 |

Course Outline

|Week |Topic / Content |

|1 |Course introduction |

| |Definitions; discourse, text, context |

| | |

| |Required reading: |

| |Jones, R. (2018). A1-10, B1. |

| |Supplementary reading: |

| |Johnstone, B. (2018). Ch1. |

|2 - 3 |Genre |

| |Genre, register, style, intertextuality, genre-mixing, discourse community, communicative purpose |

| | |

| |Required reading: |

| |Jones, R. (2018). A3, B3, C3, D3, D2(B) |

| |Supplementary reading: |

| |Johnstone, B. (2018). 6.1, 6.5. |

| |Nunan, D. (2008). Exploring genre and register in contemporary English. English Today, 24(2), 56-61. |

|4 |Speech acts |

| |Pragmatics; speech act theory, direct and indirect speech acts, felicity conditions |

| | |

| |Required reading: |

| |Jones, R. (2018). B5 (pp. 62-65), C5, D5(A). |

| |Supplementary reading: |

| |Cutting, J. (2015). A3, B3, C3, D3. |

| |Johnstone, B. (2018). 3.1. |

| |Yule, G. (1996). Pragmatics. Oxford: OUP. pp. 48-5. |

|5-6 |The ethnography of communication |

| |Speech community, communicative competence, speech situation, speech event, speech act, Hymes’ SPEAKING grid |

| | |

| |Required reading: |

| |Jones, R. (2018). A7, B7, C7, D7. |

| |Supplementary reading: |

| |Saville-Troike, M. (2003). pp. 1-40 |

|7 |Reading week |

|8-9 |Cohesion, coherence, discourse structure |

| |Context and cotext, cohesive devices, cohesion and coherence, knowledge structures, information structure, theme and rheme |

| | |

| |Required reading: |

| |Jones, R. (2018). A2, B2, C2, D2(A). |

| |Supplementary reading: |

| |Cutting, J. (2015). A2, B2, C2, D2. |

| |Johnstone, B. (2018). 4.2, 4.3. |

|10 |Mid-term review and quiz |

|11 |Discourse analysis and talk |

| |Features of talk and conversation, conversation analysis, turn-taking, adjacency pairs, openings and closings, conversational |

| |code-switching |

| | |

| |Required reading: |

| |Jones, R. (2018). A5, B5 (pp. 65-68), (B6, C6, D6). |

| |Supplementary reading: |

| |Cutting, J. (2015). A4, B4, C4, D4. |

| |Jones, R. (2016). Ch1, Ch5. |

| |Thornbury, S. (2005). Ch4. |

|12-13 |Critical discourse analysis |

| |Principles and goals of CDA, discourse as social practice, discourse and ideology, language and power |

| | |

| |Required reading: |

| |Jones, R. (2018). A4, B4, C4, D4(A). |

| |Supplementary reading: |

| |Johnstone, B. (2018). Ch2, 5.1, 5.3 |

| |Van Dijk, T.A. (2001). Critical discourse analysis. In D. Tannen, D. Schriffrin, & H.E. Hamilton (eds.), pp. 352-371. |

|14 |Multimodal discourse analysis |

| |Semiotic resources, multimodality and multimodal literacy, multimodal texts |

| | |

| |Required reading: |

| |Jones, R. (2012). Discourse Analysis. London: Routledge. A9, B9, C9, D9. |

| |Supplementary reading: |

| |Kress, G. (2000). |

| |O’Halloran, K.L. (2011). Multimodal discourse analysis. In K. Hyland & B. Paltridge (eds.), pp.120-137. |

|15 |Reading week / Individual consultations |

Resources

Required text:

Jones, R. (2018). Discourse analysis: A resource book for students. 2nd Edition. London: Routledge.

Supplementary and further reading:

Biber, D. & Conrad, S. (2009). Register, genre, and style. Cambridge: CUP.

Cameron, D. (2001). Working with spoken discourse. London: SAGE.

Cutting, J. (2015). Pragmatics: A resource book for students, 3rd edition. Oxon: Routledge.

Example research: Critical discourse analysis. (2015). All about linguistics. Retrieved from:

Fairclough, N. (2001). Language and power. Harlow: Longman.

Gee, J.P. (2014). An introduction to discourse analysis: Theory and method. New York: Routledge.

Hyland, K. & Paltridge, B. (eds.) (2011). The Continuum companion to discourse analysis. London: Continuum.

Jaworski, A. & Coupland, N. (eds.) (2014). The discourse reader. London: Routledge.

Jewitt, C. & Kress, G. (eds.) (2003). Multimodal literacy. New York: P. Lang.

Johnstone, B. (2018). Discourse analysis. 3rd Edition. Malden, Mass.: Blackwell.

Jones, R.H. (2016). Spoken discourse. London: Bloomsbury.

Kress, G. (2000). Multimodality: Challenges to thinking about language, TESOL Quarterly, 34(2), 337-340.

Kress, G. & van Leeuwen, T. (2006). Reading images: The grammar of visual design. London: Routledge.

Nunan, D. (2008). Exploring genre and register in contemporary English. English Today, 24(2), 56-61.

Paltridge, B. (2012) Discourse analysis: an introduction. London: Continuum.

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

Saville-Troike, M. (2003). The ethnography of communication. Malden: Blackwell.

Tannen, D., Hamilton, H.E. & Schiffrin, D. (eds.) (2015). The handbook of discourse analysis. Malden: Wiley Blackwell.

Thornbury, S. (2005). Beyond the sentence. Oxford: Macmillan.

Yule, G. (1996). Pragmatics. Oxford: OUP.

(Additional texts and references will be provided during class where necessary).

Academic Honesty

Students are expected to do their own work. Dishonesty in fulfilling any assignment undermines the learning process and the integrity of one’s college degree. Engaging in dishonest or unethical behavior is forbidden and will result in disciplinary action, specifically a failing grade on the assignment with no opportunity for resubmission. A second infraction will result in an F for the course and a report to University officials. Examples of prohibited behavior are:

Cheating – an act of deception by which a student misleadingly demonstrates that s/he has mastered information on an academic exercise.

• Copying or allowing another to copy a test, quiz, paper, or project.

• Submitting a paper or major portions of a paper that has been previously submitted for another class without permission of the instructor.

• Turning in written assignments that are not one’s own work.

Plagiarism – the act of representing the work of another as one’s own without giving credit.

• Failing to give credit for ideas and material taken from others

• Representing another’s artistic or scholarly work as one’s own

Fabrication – the intentional use of invented information or the falsification of research or other findings with the intent to deceive.

To comply with the University’s policy, the term paper has to be submitted to VeriGuide.

Assessment Rubrics for Term Paper (30%)

|Assessment criteria |Exemplary |Competent |Marginal |Unsatisfactory |

|Depth and breadth of |Appropriate, interesting and |Appropriate piece of authentic |Text chosen for examination is |Text chosen for examination |

|knowledge (Weighting: |original piece of authentic |text collected or chosen for |authentic but not entirely |is inappropriate or not |

|30% of total score) |text collected or chosen for |examination; |appropriate; |authentic; |

| |examination; | | | |

| |Clear and accurate description |Mostly clear and accurate |Description of selected data |Inaccurate or no description |

| |of selected data using precise |description of selected data |not entirely clear, or |of data; little or no |

| |and appropriate topic-specific |using appropriate topic-specific |inaccurate use of |evidence of understanding of |

| |vocabulary, showing strong |vocabulary, showing understanding|topic-specific vocabulary; some|DA concepts and terms |

| |understanding of relevant DA |of most relevant DA concepts and |key DA concepts and terms | |

| |concepts and terms; |terms; |relevant to data overlooked or | |

| | | |misunderstood; | |

| |Clear evidence of a wide range |Relevant sources consulted to |A limited number of sources |Little or no evidence of |

| |of relevant sources consulted |explore the topic and support the|used to support the research; |reading or research relevant |

| |to explore the topic and |research. |some sources not entirely |to the question or topic. |

| |support the research. | |relevant. | |

|Critical thinking and |Suitable DA theories and |Mostly suitable DA theories and |DA theories and methodology |Little or no attempt to make |

|depth of analysis |methodology chosen to analyse |methodology chosen to analyse the|chosen to analyse the data not |use of appropriate DA |

|(Weighting: 30% of total|the data, with very clear and |data, with some clear and |entirely appropriate; or |theories or methodology; |

|score) |accurate explanation of |accurate explanation of selected |selected approach not entirely | |

| |selected approach; |approach; |understood; | |

| |Selected approach correctly |Selected approach adequately |Theory or methodology |Little or no attempt to |

| |applied to provide an in-depth,|applied to provide a mostly |inaccurately applied to the |analyse the data; reliance on|

| |accurate, critical and |accurate and convincing analysis |analysis of data. Basic |presenting disconnected |

| |convincing analysis of the |of the data. Some appropriate and|conclusions drawn but not |excerpts of data without |

| |data. Meaningful conclusions |meaningful conclusions drawn; |entirely supported by evidence |interpretation. Conclusion |

| |drawn and important | |or argument; |missing or vague and |

| |implications raised; | | |unrelated to the whole; |

| |Work demonstrates sophisticated|Work is adequate and shows |Work demonstrates superficial |Work based on little relevant|

| |and original thought going |understanding of what was |thinking and narrow |or accurate information, and |

| |beyond what was presented in |presented in class or in assigned|understanding of core ideas |reflects a failure to |

| |class or in assigned readings. |readings but does not go much |presented in class or in |understand even core ideas |

| | |beyond that. |assigned readings. |presented in class, or to |

| | | | |address core issues required |

| | | | |to answer the assignment |

| | | | |question. |

|Organisation and flow |Ideas effectively structured |Ideas mainly well-structured with|Structure and flow of ideas not|Ideas poorly structured and |

|(Weighting: 15% of total|with a clear, logical flow, |a generally clear, logical flow, |always clear or logical, |unclear or illogical, |

|score) |resulting in a very coherent |resulting in a coherent paper. |resulting in a paper that is |resulting in a paper that is |

| |and easy to read paper. | |not entirely coherent. |difficult to read. |

|Language use and clarity|Expression clear, fluent and |Expression mostly clear and |Expression frequently unclear; |Expression is unclear, |

|of writing (Weighting: |precise; tone and style highly |precise, tone and style mostly |tone and style not always |resulting in ambiguous |

|15% of total score) |appropriate for purpose and |appropriate for purpose and |appropriate; significant errors|meaning; tone and style |

| |audience; virtually no errors |audience; minor errors in |in grammar, word choice, |inappropriate; frequent or |

| |in grammar, word choice, |grammar, word choice, spelling or|spelling or punctuation. |major errors in grammar, word|

| |spelling and punctuation. |punctuation. | |choice, spelling or |

| | | | |punctuation. |

|Conventions and |Adheres to all length and |Generally adheres to length and |Minimally adheres to length and|Length and formatting |

|formatting (Weighting: |formatting requirements, and |formatting requirements and |formatting requirements, and |requirements, and academic |

|10% of total score) |all academic writing |academic writing conventions, |academic writing conventions; |writing conventions largely |

| |conventions, including |including appropriate use of |source materials not always |ignored; inappropriate use of|

| |appropriate use of source |source materials, and mostly |appropriately used, or many |source materials, or lack of |

| |materials, accurate in-text |accurate in-text citations and |errors in citations and |citations and referencing, |

| |citations and referencing. |referencing. |referencing. |raising questions of |

| | | | |plagiarism. |

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