UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
MODULE SPECIFICATION TEMPLATE
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Title of the module
English Language in the Media
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School which will be responsible for management of the module
School of European Culture and Language Studies (English Language & Linguistics)
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Start Date of the Module
September 2005 – revised for Sept. 2013
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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Modules to be withdrawn on the introduction of this proposed module and consultation with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
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The number of credits and ECTS value which the module represents
30 credits (15 ECTS)
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Which term(s) the module is to be taught in (or other teaching pattern)
Autumn and Spring
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Prerequisite and co-requisite modules
None
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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
Students will be able to:
1. demonstrate knowledge and critical understanding of key semiotic and linguistic
theories (de Saussure, Peirce and Barthes) coming to a systematic
understanding of key aspects of this field
2. assess the applicability of these theories to current media outputs; for example,
in terms advertising, broadsheets, tabloids and other genre
3. accurately deploy detailed analysis of a range of advertisements and newspaper
texts, demonstrating cogent application of the particular language theory under
discussion
4. use semiotic theory and related scholarly apparatus to make informed critical
and evaluative judgments about a wide range of media, and be able to make use
of this knowledge outside of the contexts in which it was first encountered
5. understand how theoretical approaches to the media impact on a wide range of
themes and topics, for example: genre, narrative, concepts of culture and
community, gender, politics and ideology, identity,
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
6. Appreciate how their own knowledge and cultural background contributes to
their understanding of media discourse
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The intended generic learning outcomes
Students will be able to:
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.
2. make judgments about the appropriateness of different theoretical approaches to
media texts and evaluate the efficacy of such approaches
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 develop a range of skills which will enable them to undertake
the linguistic and semiotic analysis of written media texts taken from a number of
sources, including newspapers, magazines, advertising and online discourses. Areas
covered include: language variety, register, narrative theory, multimodality, dialogism,
discourse analysis and semiotics. Also discussed are complex and challenging ideas
around the notion of words, signs, and grammar in context. Practice in all of these key
areas is carried out through close analysis of the features of written media texts, with
some attention also to spoken language (e.g. radio interviews). Students develop the
ability to approach the language of the media critically and to read the press
perceptively so as to understand the 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, R, 1977, ‘The photographic message’, IMAGE-MUSIC-TEXT, London: Fontana
Press
Bell, A and Garrett, P (eds), 1998, Approaches to Media Discourse, Oxford: Blackwell
Bignell, J, 2002, Media Semiotics, Manchester: MUP
Burke, L T Crowley and Alan Girvin (eds) (2000) The Routledge Language and Cultural
Reader
Chandler, D, 2006, Semiotics – The Basics, 2nd edition, London: Routledge
Danuta, Reah (2002) Language of Newspapers London: Routledge
Fulton, Helen, with Rosemary Huisman, Julian Murphet and Anne Dunn, 2005, Narrative
and Media, Cambridge: Cambridge University Press
Toolan, Michael, 2001, Narrative: a critical linguistic introduction, 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 x 20 = 40 total contact
hours. During lectures, the core theoretical texts of the module will be presented and
discussed, helping students to achieve the following subject-specific learning
outcomes: (a) to demonstrate good knowledge of semiotic theory and other relevant
theoretical apparatuses (narratology, dialogism, genre theory etc.); (b) and (e) to place
these theories into the wider context of English Language studies and evaluate their
relevance to current media forms and related topics. Lectures will also give practice in
listening perceptively and reflecting critically on information given, thereby developing
this key skill.
The seminars will allow for critical reflection on the part of the individual student,
helping to fulfil the following learning outcomes: (a) and (d) to carry out detailed
analysis of a range of texts, using semiotic theory and related concepts to make
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
informed critical and evaluative judgments. Seminars will also contribute to the
achievement of the following generic outcomes: (a) to engage in critical reflection,
verbal discussion and written analysis of various texts, (b) to make judgments about the
appropriateness of different theoretical approaches to media and (c) to demonstrate
independent learning, use secondary texts with critical discrimination, reflect critically
on their own academic work and present cogent arguments in oral form through seminar
discussions and associated group work.
Total study hours: 300 (including contact time, independent study and assessment)
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Assessment methods and how these relate to testing achievement of the intended learning
outcome
Assignment 1 (800 words) = 12.6%,
Assignment 2 (1000 words) = 18.9%
Assignment 3 (1500 words) = 31.5%,
Seminar Participation = 7%
Examination = 30%
The essays and examination test achievement of the following learning outcomes: 11.1-5
Essays will also help test the achievement of the following generic outcomes: 12.1-3
The seminar contribution mark will test 11.1-6 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