MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
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The title of the module:
Writing in the media: a practical approach
The Department which will be responsible for management of the module :
The School of European Culture and Languages/English Language and Linguistics
The Start Date of the Module:
Spring 2009 – Revised for Sept 2013
The number of students expected to take the module:
25
Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Departments and Faculties regarding the withdrawal:
None
The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M]): 6
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Level H
The number of credits and ECTS value which the module represents:
15 (7.5 ECTs)
Which term(s) the module is to be taught in (or other teaching pattern): 8
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Autumn or Spring
Prerequisite and co-requisite modules:
None
10 The programmes of study to which the module contributes:
BA English Language and Linguistics
11 The intended subject specific learning outcomes
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Students will be able to:
Refine and extend knowledge and critical understanding of a range of language contexts, their communicative purposes and settings, participants and processes
Consolidate a systematic understanding of ways of approaching texts and discourse in the light of current theories and their application (e.g. semiotics, multimodality and narratology)
Engage closely, rigorously and in detail with stylistic and discursive features of journalistic texts
Demonstrate their ability to accurately describe text and discourse in formal terms (stylistic, rhetorical, linguistic)
5 Acquire high-level and in-depth awareness of how different social, political and cultural dimensions of communication operate in the production and reception of journalistic discourse and be able to apply and make use of this knowledge outside of the context in which it was first encountered
Enhance their understanding of relevant stylistic, discourse, narrative and cultural theory 6
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Produce original writing (reportage) of a high standard (as measured by the assessment criteria), both in terms of style and of content, and showing awareness of the complex contemporary issues which affect journalists, writers and other media workers, demonstrating their ability to effectively communicate information, arguments and analysis across a variety of forms and genres
12 The intended generic learning outcomes
Students will be able to:
Engage in critical reflection, oral discussion and written analysis of their own and others’ work, as well as the modu le’s various key ‘input’ texts
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Demonstrate the ability to undertake independent learning, use secondary texts with critical discrimination and reflect critically on their own and others’ work
Demonstrate advanced research skills, including information retrieval, reporting, note-taking, interviewing, evaluating and structuring information; this will also involve the development of substantial IT and multimedia skills and the exploration of accompanying ethical issues relating to the collection and storage of data

4 Demonstrate acquisition of advanced-level necessary analytical and “workshopping” skills (oral criticism in groups) and be capable of applying the outcome of workshop discussions to their own work
5 Account for and analyse editorial changes in appropriate and rigorous theoretical terms, pertaining to theories of discourse analysis, stylistics and cultural systemisations in general
Demonstrate advanced drafting, editing, and proofreading skills 6
13 A synopsis of the curriculum
This module is aimed towards students who are considering a career in journalism, freelance writing, publishing and related fields (a substantial p roportion of the programme’s cohort), but will also be of use to those with a general interest in the area of media and language studies. It enables students on the BA English Language and Linguistics programmes to put into practice the complex theories and methods of analysis they have explored in the English Language in the Media module by producing their own portfolio of journalism and media-related writing. The course will also function as a useful and complementary ‘sister module’ to the extant LL510 Creative Writing: a stylistic approach. It should be emphasised that a consideration of the impact of new media (‘multimodality’) on the field will form a substantial component of the module’s content. Students will carry out their own research, for example using Canterbury and its environs as their news area, collecting information, arranging and carrying out relevant interviews, and writing up projects. They will produce and submit a portfolio of original journalism in which they demonstrate their ability to use the English language, their understanding of grammar and their ability to structure their writing with the target audience in mind.
Accompanying this, students will submit a critical commentary in which they will reflect on how an understanding of relevant discourse, stylistic and cultural theory has impacted on their writing.
The module will be structured along both theoretical and practical lines, with 2-hour workshops based on ‘input’, analysis and practice.
Indicative Topics
Theory:
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Style: writing clear and vigorous prose which attracts and interests the reader and communicates ideas effectively (‘the fog index’, syntax, transitivity, modality, presupposition, rhetorical tropes, metaphor, sentence length, clarity, cliché, effective revising and editorial practice)
 Structure: organising a piece for coherence, impact and ‘message’ (narrative, article leads, paragraphs, endings)
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Critical discourse analysis (with reference to Fairclough (2002) and other theories of media discourse and social/discursive practice)
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Journalism and objectivity
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Rhetoric, ideologies and argumentation
 ‘Gonzo’ journalism
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Arts reviews (e.g. literary, performance, film, etc.)
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Journal articles
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Local news stories
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National and international political journalism
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Writing a profile
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The hypertext: journalism and multimodality
14 Indicative Reading List
Carey, John (ed.) (1989), The Faber Book of Reportage , Faber
Fairclough, Norman (2002), Media Discourse , Hodder Arnold
Gillespie, Mary and Jason Toynbee (2006), Analysing Media Texts , Open University Press
Harcup, Tony (2006), Journalism: Principles and Practice , Sage
Hicks, Wynford (2006), Writing for Journalists , Routledge
Marr, Andrew (2005), My Trade: a short history of British Journalism , Pan Books
McKee, Robert (1999), Story , Methuen
Richardson, John E. (2007), Analysing Newspapers , Palgrave Macmillan

Ritter, R.M. (ed.) (2005), New Hart’s Rules: the handbook of style for writers and editors, O.U.P
Ritter, R.M., Lesley Brown and Angus Stevenson (eds.) (2005), New Oxford Dictionary for Writers and
Editors , O.U.P
Strunk and White (1999), The Elements of Style (4 th edition), Longman
Woolfe, Tom (2006), The New Journalism , Picador
15 Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
One two-hour workshop per week (11 x 2 = 22 total contact hours).
Total study hours: 150 (contact hours, study hours and assessment).
These learning and teaching methods will satisfy Subject Specific Learning Outcomes 1-7 and
Generic Learning Outcomes 1-6
16 Assessment methods and how these relate to testing achievement of the intended learning outcomes
1. A portfolio containing three pieces of original writing chosen from the categories listed in 13
(above): 3000 words (60%).
The portfolio is designed to assess the achievement of learning outcomes: 11.1, 3, 5, 7 and 12.3, 6
2. A 1000-1500-word critical commentary which is an analysis of their own writing (30%)
The accompanying critical commentary will assess achievement of learning outcomes: 11.2,4,6 and
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3. Contribution to workshops/seminars (10%)
This assessment will test achievement of learning outcomes:12.1,4
17 Implications for learning resources, including staff, library, IT and space
None. The sessions will be delivered by full-time members of staff and sessional teachers. Some additional books will need to be purchased for the Library.
18 The School recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the
University’s disability/dyslexia support service, and specialist support will be provided where needed.
19 Campus(es) where module will be delivered:
Canterbury
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"
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Director of Learning and Teaching
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Date
Statement by the Head of Department: "I confirm that the Department has approved the introduction of the module and will be responsible for its resourcing"
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Head of Department
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Date

Revised August 2002; Revision 2 in 2003.