UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
MODULE SPECIFICATION TEMPLATE
1 Title of the module
English Language in the Media 1
2 School which will be responsible for management of the module
School of European Culture and Language Studies (English Language & Linguistics)
3
4
Start Date of the Module
September 2005 – revised for Sept. 2013
The number of students expected to take the module
50-60
5
6
7
Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Departments and Faculties regarding the withdrawal
LL529
I
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
The number of credits and ECTS value which the module represents
15 credits (7.5 ECTS)
8
9
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn or Spring
Prerequisite and co-requisite modules
None
10 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.
11 The intended subject specific learning outcomes
By the end of the module, students will be able to:
1. Demonstrate knowledge and critical understanding of key narratological and linguistic theories (genre theory, de Saussure, Genette, 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 carry out detailed analysis of a range of media discourse genres
(including newspaper texts, interviews, stand-up comedy, speeches and multimodal discourse) demonstrating cogent application of the particular linguistic approach under discussion
4. Use narrative and linguistic 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

UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
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,
6. Appreciate how their own knowledge and cultural background contributes to their understanding of media discourse
12 The intended generic learning outcomes
By the end of the module, students will be able to:
1. Engage in critical reflection, verbal discussion and written analysis and devise and sustain arguments relating to these analyses.
2. Make judgments about the appropriateness of different theoretical approaches and evaluate the efficacy of such approaches
3. Demonstrate the ability to undertake independent learning (exercising initiative and personal responsibility) and reflect critically on their own academic work
4. Present cogent arguments in both oral and written form
13 A synopsis of the curriculum
In this module, students develop a range of skills which will enable them to undertake the narratological and linguistic analysis of media texts (the term ‘text’ is used broadly here, and will encompass both written and oral sources) taken from a number of sources, including newspapers, magazines and online discourses. Areas covered include: genre theory, register, narrative theory, multimodality, dialogism and discourse analysis. Also discussed are complex and challenging ideas around the notion of words, signs, and grammar in context. Students will 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.
14 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
Burke, L T Crowley and Alan Girvin (eds) (2000) The Routledge Language and Cultural
Reader. London: Routledge.
Durant, Alan and Marina Lambrou (2009) Language and Media. 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
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 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: 11.1-7
The seminars will allow for critical reflection on the part of the individual student, helping to fulfil the following learning outcomes: 11.1-6 and 12.1-4
16 Assessment methods and how these relate to testing achievement of the intended learning outcome

UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
100% coursework
Assignment 1 (1000 words) = 30%
Assignment 2 (1500 words) = 50%
Seminar presentation (15 minutes) = 10%
Seminar participation = 10%
The essays test achievement of the following learning outcomes: 11.1-5 and 12.1-4
The seminar presentation and seminar participation will both test 11.1-6 and 12.1-4
17 Implications for learning resources, including staff, library, IT and space
None
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