UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
Confirmation that this version of the module specification has been approved by the School Learning and
Teaching Committee:
……………… A. Stähler, 16 FEB 2015…………….(date)
MODULE SPECIFICATION
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Title of the module
LL537 – English Language in the Media 2
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School which will be responsible for management of the module
School of European Culture and Language (English Language & Linguistics)
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Start Date of the Module
September 2005 – revised for Sept. 2015
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The number of students expected to take the module
50-60
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Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Departments and Faculties regarding the withdrawal
None
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The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
I Level
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The number of credits and ECTS value which the module represents
15 credits (7.5 ECTS)
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Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring
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Prerequisite and co-requisite modules
LL536 – English Language in the Media 1 is a pre-requisite
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The programmes of study to which the module contributes
BA English Language & Linguistics (SH and JH). Also available as a wild module to students in
the Faculties of Humanities and Social Sciences.
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The intended subject specific learning outcomes
By the end of the module, students will be able to:
11.1 Demonstrate knowledge and critical understanding of key semiotic and linguistic
theories (including Barthes’s notion of mythology, Peirce’s semiotics and De
Saussure’s conception of the linguistic sign) coming to a systematic understanding of
key aspects of this field, and building upon the knowledge of processes of mediation
and encoding explored in LL536 English Language in the Media 1
11.2 Assess the applicability of these theories to current media outputs; for example, in
terms of advertising, broadsheets, tabloids, multimodal discourses and other genre
11.3 Accurately carry out detailed analysis of a range of media discourse genres (including
newspaper texts, magazine advertising, online advertising and multimodal discourses
in general) demonstrating cogent application of the particular linguistic approach
under discussion with particular emphasis on approaches gleaned from semiotics
11.4 Use semiotic theory (and rigorous linguistic apparatus more generally) to make
informed critical and evaluative judgments about a wide range of media discourse,
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
and be able to make use of this knowledge outside of the contexts in which it was first
encountered
11.5 Understand how theoretical approaches to the media impact on a wide range of
themes and topics, for example: genre, narrative, and concepts of culture and
community, gender, politics and ideology, identity,
11.6 Appreciate how their own knowledge and cultural background contributes to their
understanding of media discourse
11.7 To become ‘media savvy’; i.e. to understand the ways in which media organisations
manipulate and shape, as well as respond to, trends in the wider culture
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The intended generic learning outcomes
Students will be able to:
12.1 Engage in critical reflection, verbal discussion and written analysis of various media
texts and secondary critical commentary and to devise and sustain arguments relating
to these analyses
12.2 Make judgments about the appropriateness of different theoretical approaches to
media texts and evaluate the efficacy of such approaches
12.3 Demonstrate the ability to undertake independent learning (exercising initiative and
personal responsibility), use secondary texts with critical discrimination, reflect
critically on their own academic work and present cogent arguments in both oral and
written form
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A synopsis of the curriculum
In this module, students continue to develop and explore the themes introduced in LL536
English Language in the Media 1. Here, the focus is on semiotics as applied in the linguistic
analysis of a wide range of media discourse types, but with particular emphasis on advertising.
Areas covered include: semiotics, the work of Saussure, the British press, multimodality, the
new media and social networking. Also discussed are complex and challenging ideas around
the notion of words, signs, and grammar in context. Students will further develop the ability to
approach the language of the media critically and to read the press perceptively so as to
understand the acute importance of the media in a democratic society.
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Indicative Reading List
Aitchison, Jean and Diana Lewis (eds) (2003). New Media Language. London: Routledge.
Barthes, Roland. (1990) S/Z. Oxford: Wiley-Blackwell.
Bell, Allan (1990). The Language of News Media. Oxford: Wiley-Blackwell.
Bignell, Jonathan (2002). Media Semiotics: An Introduction. Manchester: MUP.
Chandler, Daniel (2007). Semiotics: The Basics. London: Routledge.
Crystal, David (2006). The Language of the Internet. 2nd ed. Cambridge: CUP.
Kress, Gunther (2009). Multimodality: a social semiotic approach to contemporary
communication. London: Routledge.
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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 1-hour lecture per week + one 1-hour seminar per week for ten weeks.
Total Contact Hours: 20
Total study hours 150
During lectures, the core theoretical texts of the module will be presented and discussed,
helping students to achieve the following subject-specific learning outcomes: 11.1-8 and 12.1-3
The seminars will allow for critical reflection on the part of the individual student, helping to fulfil
the following learning outcomes: 11.1 and 12.1.
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Assessment methods and how these relate to testing achievement of the intended
learning outcome
50% coursework/50% examination
50% Coursework is made up of:
1 1500-word semiotic analysis (40%)
1 seminar presentation, 10 minutes (10%)
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
The examination (2 hours long) will consist of a detailed comparative analysis of two
newspaper articles.
The essays and examination test achievement of the following learning outcomes: 11.1-7 and
12.1-3.
The seminar presentation will test 11.1-7 and 12.1-3.
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Implications for learning resources, including staff, library, IT and space
None
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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.
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Campus(es) where module will be delivered
Canterbury