Institution:
Majma’ah University
Academic Department :
Department of English
Programme :
B.A in English
Course :
Prose and Style
Course Coordinator :
Fakhry Elieba
Programme Coordinator
:
Dr. Salah Alfarwan
Course Specification Approved Date:
10/ 11 / 2015
A. Course Identification and General Information
1. 1 - Course title : Prose and Style
2. Credit hours :
Course Code: Eng 429
(3)
3 - Program(s) in which the course is offered:
4 – Course Language :
B.A in English
English
2. 5 - Name of faculty member responsible for the
courseNasser Gamail
TH
year
3. 6 - Level/year at which this course is offered : Level 8
7 - Pre-requisites for this course (if any) :
Eng
8 - Co-requisites for this course (if any) :
 None
9 - Location if not on main campus :
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(Ramah campus)
10 - Mode of Instruction (mark all that apply)
What percentage?
……. %
What percentage?
100 %
D - e-learning
What percentage?
……. %
E - Correspondence
What percentage?
……. %
F - Other
What percentage?
……. %
A - Traditional classroom
B - Blended (traditional and
online)
X
Comments :
...........................................................................................................
B Objectives
What is the main purpose for this course?
Students should be able to:


Identify the main principles of various Discursive theories
Explain the historical development of the Discourse theory from Dijk,
Fairclough to, to T-G Wodak.
 Explain the earlier discourse theory, Aspects of discourse analysis and
principles.
 Explain the dominant notions of discourse according to Dijk.
Apply discourse analysis to varied language data
Briefly describe any plans for developing and improving the course that
are being implemented:

Increased use of IT or web-based reference material
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



Use Web-CT for uploading material
There is a suggestion of a better choice of textbook.
Use of syntactic theories like X-bar, binding and government theories in analysing some texts.
Use of www.wiki.com and www.moodle.com for collaborative writing
Include e-books such as those from Gutenberg
C. Course Description
1. Topics to be Covered
No. of
Weeks
Contact
Hours
Introduction to the course
1
3
no retp hCe: Discourse and ideology
1
3
Chapter two : Discursive structures
1
3
Chapter four: Discursive structures
1
3
Chapter five: Discourse analysis, critical linguistics and social
psychology
1
3
Chapter six: Discourse analysis, critical linguistics and social
psychology
1
3
Chapter six: Discourse analysis, critical linguistics and social
psychology
1
3
Chapter seven: Power ,Domination and Hegemony
1
3
Chapter eight: Ideology and Persuasion
1
3
Chapter nine: Ideology and Persuasion
1
3
List of Topics
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Chapter ten: Texts and practices
1
3
Revision
1
3
Revision
1
3
2. Course components (total contact hours and credits per semester):
Lecture
Tutorial
Laboratory
Practical
Other:
Total
39
-
-
-
-
39
3
-
-
-
-
3
Contact
Hours
Credit
3. Additional private study/learning hours expected for
students per week.
3 hours
per week
4. Course Learning Outcomes in NQF Domains of Learning and
Alignment with Assessment Methods and Teaching Strategy
NQF Learning Domains
Course Teaching
Course Assessment
And Course Learning Outcomes
Strategies
Methods
1.0 Knowledge
1.1 The major contemporary approaches to the study
of Transformational Syntax
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1. Lectures.
1. Class discussion.
2. Mid-term exam and
1.2 Theories of Transformational Syntax
2. Class discussion.
quizzes.
1.3 Descriptive linguistics, Chomsky's syntactic
structure and earlier transformational theory,
Chomsky's aspects of the theory of syntax and later
transformational theory, interpretive and
generative semantics.
3. Workshops
3. Assignment and
research.
4. In-class exercises
5. Research
4. Final exam.
6. Collaborative learning/
team work
1.4 The more recent developments of T.G. theory.
2.0 Cognitive Skills
2.1 Ability to think critically and analytically
1. Lectures
2.2 Ability to recognize the most recent approaches to
TG
2. Class discussions.
2.3 Ability to recognize modern theories in TG
2.4 Ability to recognize Chomsky's Aspects of the
theory of Syntax (Earlier and Later
Transformational Theories)
3. Individual meetings
with students to discuss
their own individual
learning difficulties.
1. Class participation and
discussion.
2. Assignment and
research.
3. Midterm and quizzes.
4. Final exam
2.5 Apply different T.G. theories to varied language
data.
2.6 Ability to do research and to make use of
information from primary and secondary sources in
support of a valid thesis and argument
3.0 Interpersonal Skills & Responsibility
3.1 Students can complete both reading and writing
assignments in due time
3.2 Students can participate in class discussion and
think critically
3.3 Students can act responsibly and ethically in
carrying out individual as well as group projects
3.4 Students have the necessary skills to communicate,
listen, negotiate, and evaluate their strengths and
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1. Lectures.
2. Individual counselling.
3. class discussion.
1. Active class
participation.
2. Performance on quizzes,
midterm and final exam.
3. Class discussion and
participation.
weaknesses as members of a team
4.0 Communication, Information Technology, Numerical
4.1 Ability to use academic English
4.2 Using web-based learning resources (Web CT,
blogging, wiki, Moodle) to develop collaborative
writing skills
1. Teach students how to
use online materials.
2.Provide students with
some useful websites
regarding the course.
Performance on exams,
quizzes, assignments and
exercises
5.0 Psychomotor
5.1
Suggested Guidelines for Learning Outcome Verb, Assessment, and Teaching
NQF Learning Domains
Knowledge
Cognitive Skills
Suggested Verbs
list, name, record, define, label, outline, state, describe, recall,
memorize, reproduce, recognize, record, tell, write
estimate, explain, summarize, write, compare, contrast, diagram,
subdivide, differentiate, criticize, calculate, analyze, compose, develop,
create, prepare, reconstruct, reorganize, summarize, explain, predict,
justify, rate, evaluate, plan, design, measure, judge, justify, interpret,
appraise
Interpersonal Skills & Responsibility
demonstrate, judge, choose, illustrate, modify, show, use, appraise,
evaluate, justify, analyze, question, and write
Communication, Information
demonstrate, calculate, illustrate, interpret, research, question, operate,
appraise, evaluate, assess, and criticize
Technology, Numerical
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demonstrate, show, illustrate, perform, dramatize, employ, manipulate,
operate, prepare, produce, draw, diagram, examine, construct,
assemble, experiment, and reconstruct
Psychomotor
5. Schedule of Assessment Tasks for Students During the Semester:
Proportion
Assessment task
Week Due
of Total
Assessment
1
1st midterm
Week9
20%
2
Class exercises, assignments and project
All a long
20%
3
Quizzes
Week 6
10%
4
Participation and attendance
All along
10%
5
Final exam
End of the
semester
40%
D. Student Academic Counseling and Support
Reachable via email or personal attendance.
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E. Learning Resources
1. List Required Textbooks : New Headway Plus. Beginner. Oxford.
Author: John,.& Soars, L .
2. List Essential References Materials :
5. List Recommended Textbooks and Reference Material :
4. List Electronic Materials :
5. Other learning material :
F. Facilities Required
1. Accommodation
 Classroom with 40 chairs
2. Computing resources
 Computer with multimedia projector
3. Other resources
G Course Evaluation and Improvement Processes
1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching:
 Midterm evaluation feed-back form to increase instructor’s awareness of the
weak and strong points of the class
 End of term college evaluation of course by students ( to be collected by the
department)
 End-of-term debriefing in class of students and teacher regarding what went
well and what could have gone better.
2 Other Strategies for Evaluation of Teaching by the Program/Department
Instructor :
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 Peer observation to benefit from colleagues’ objective feedback and
suggestions for improvement.
3 Processes for Improvement of Teaching :


Training sessions
Workshops to facilitate the exchange of experiences amongst faculty
members
 Regular meetings where problems are discussed and solutions given
 Discussion of challenges in the classroom with colleagues and supervisors
 Encouragement of faculty members to attend professional development
conferences.
 Keep up to date with pedagogical theory and practice
 Set goals for achieving excellence in teaching at the beginning of each new
semester after reviewing last semester’s teaching strategies and results
4. Processes for Verifying Standards of Student Achievement
 Check marking of a sample of examination papers either by a resident or
visiting faculty member
 Students who believe they are under graded can have their papers checked by
a second reader.
5 Describe the planning arrangements for periodically reviewing course
effectiveness and planning for improvement :
 Compare syllabus and course description with other universities (including
those on the net)
 2. Bi-annual meetings of faculty members to discuss improvement
Course Specification Approved
Department Official Meeting No ( ….. ) Date … / …. / ….. H
Course’s Coordinator
Department Head
Name :
Fakhry Elieba
Name :
Dr. Salah Alfarwan
Signature :
..........................
Signature :
..........................
Date :
10./11 / 2015
Date :
…./ … / …… H
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