MODULE SPECIFICATION: Discourse Analysis
1. The title of the module: Discourse Analysis
2. The School which will be responsible for management of the module: SECL
3. The Start Date of the Module: Spring Term 2011
4. The cohort of students (onwards) to which the module will be applicable: 2010-11
5. The number of students expected to take the module: 45
6. Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal: None
7. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate
[M]): C
8. The number of credits which the module represents: 15
9. Which term(s) the module is to be taught in (or other teaching pattern): Spring
10. Prerequisite and co-requisite modules: None
11. The programmes of study to which the module contributes: BA English Language and
Linguistics
12. The intended subject specific learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Students will be able to:
a) Understand the main features of written discourse: C18
b) Select and apply appropriate terminology to describe text and discourse in formal
terms: A2; C20-22
c) Understand the implications of different structural options in the creation of text and
discourse: A5, A6; C18
d) Understand the links between text and its social situation: A1, A6, A7, A9
e) Select and compare theoretical approaches to the analysis of a variety of spoken
discourse types: A7, A9; C21-22
f) Consider units of written discourse within different types of text: A6, A7, A9
13. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Students will be able to:
a) Develop their skills in critical reflection and analytical discussion in accurate, wellstructured and coherent arguments: B10-13; B16-17
b) Develop their skills of written communication, including use of IT: D23-24; D28
c) Develop their ability to work cooperatively with others in a workshop format: D25
d) Develop a sensitivity to the social, cultural and political issues which surround
language and the study of discourse;
e) Demonstrate their ability to undertake independent learning: D26-27; D29-32.
14. A synopsis of the curriculum
This module gives students the opportunity to work with language in use and in context.
Building upon the knowledge gained in modules such as Language Structure and
Language and Meaning, but also accessible to students without prior knowledge of
structure, pragmatics and semantics, the module is a comprehensive introduction to the
theories, methods and applications of discourse analysis. Students will learn key theories
relating to communication as action (Politeness Theory, Speech Act Theory, Relevance
Theory), discourse as communication (socio-semiotics) and move on to look at a range of
methods and modes of communication (Conversation Analysis, Informative Discourse,
Argumentation and Persuasion). Students will also be introduced to special interest
areas such as institutional discourse, discourse and culture, and discourse and cognition.
This module will provide students with the tools they need in further modules such as
Introduction to Stylistics, Language and the Media, Theories of Discourse and Culture as
well as any discourse-related dissertation project.
15. Indicative Reading List
Core textbook:
Renkema, J., 2004, Introduction to Discourse Studies, Amsterdam: John Benjamins
Additional reading:
Bloor, M. & Bloor, T., 2007, The Practice of Critical Discourse Analysis, London:
Hodder Arnold
Jaworski, A., 1999, The Discourse Reader, London: Routledge
Schiffrin, D., 2001, The Handbook of Discourse Analysis, Oxford: Blackwell
16. 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
This module will be taught in two, one-hour sessions, consisting of one lecture and one
seminar per week. The lecture will address key aspects of discourse analysis with
examples, while seminars will be in a workshop format, and will contribute to the
achievement of the learning outcomes in 13 above. Lectures will also give practice in
extracting information from oral sources and reflecting critically on this information,
helping the acquisition of key skills.
The seminars will allow for critical reflection on the part of the individual student,
helping to fulfil the following learning outcomes: to carry out detailed analysis of a
range of textual sources, demonstrate a detailed understanding of the interconnections
between discourse and various textual genres, understand the links between text and its
social situation, select and compare theoretical approaches to the analysis of a variety of
spoken discourse types, and consider units of written discourse within different types of
text. Seminars will also contribute to the achievement of the following generic outcomes:
to engage in critical reflection, verbal discussion and written analysis of various texts, to
make judgments about the appropriateness of different theoretical approaches to
problem-solving in texts and different discourse situations and to demonstrate the
ability to undertake independent learning, use secondary texts with critical
discrimination, reflect critically on their own academic work and present cogent
arguments in oral form through seminar presentations and associated group work.
Total study hours: 150
17. Assessment methods and how these relate to testing achievement of the intended learning
outcomes
40% coursework; 60% examination
Assignment 1: 15%
This consists of an essay where students will critically engage in a discussion on a
particular framework of discourse analysis (1000 word essay, due week 24). The
assignment will demonstrate that students have gained the subject specific learning
outcomes 12a-f above.
Assignment 2: 20%
In this second, project-based assignment students will conduct a mini-corpus study of
their own and submit their findings in the form of a 1500-word essay. This project
allows students to demonstrate that they have achieved both the subject specific learning
outcomes as well as the generic outcomes outlined in section 12 and 13 above.
The examination will be a 2-hour paper, in which candidates should answer 2 from 6 or
7 questions designed to test understanding of issues discussed during the course.
Questions are equally weighted.
18. Implications for learning resources, including staff, library, IT and space
None
19. A statement confirming that, as far as can be reasonably anticipated, the curriculum,
learning and teaching methods and forms of assessment do not present any non-justifiable
disadvantage to students with disabilities
The School of European Culture and Languages is committed to actively fostering an
inclusive community within the classroom. We have enabled students with physical
disabilities, sensory impairments and learning difficulties to play a full part in the
curriculum of our programmes. Such support has taken the form of assisted notetaking and alternative assessment formats. We will continue to work together with
individual students and the Disability Support Unit to identify strategy aids and assess
needs in order to provide educational support.