Master in Literacy Studies
English version
at
the University of Stavanger
Course plan
April 2006
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List of Contents
1.
2.
3.
4.
5
6.
7.
8.
9.
Introduction ........................................................... 3
Aims ....................................................................... 3
Admission .............................................................. 4
Recognition of courses taken at other institutions . 4
Contents and structure of the course ...................... 4
Organisation of teaching and supervision .............. 5
6.1. The taught course ............................................ 5
6.2. The dissertation .............................................. 6
6.3. Language ........................................................ 6
Evaluation............................................................... 6
7.1. The taught course ........................................... 6
7.2. The dissertation .............................................. 7
Internationalisation ................................................. 7
Detailed course description and syllabus ............... 7
9.1. The taught course ............................................ 7
Module 1 .................................................... 8
Module 2 .................................................... 10
Module 3 .................................................... 14
Module 4 .................................................... 17
9.2. The dissertation .............................................. 18
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Master of Literacy Studies (120 sp)
Course plan
1. Introduction
The Master of Literacy Studies programme is a postgraduate study programme offered by the
Faculty of Humanities at Stavanger University College. It is designed as a full-time course
over two years, and includes both a taught course and a dissertation. The course represents
120 study points.
The course recognises the central role played by literacy in our society. The written
language is a key factor in social organisation and cultural development, and the medium of a
wide range of communication technologies. It is often claimed that the central role of reading
and texts is one of the most important characteristics of modern societies. A good
understanding of the various aspects of literacy, both contemporary and historical, is therefore
essential for a full understanding of how this society works, and forms a key asset for the
efficient participation therein.
The course is primarily focussed on linguistic, sociolinguistic and cultural studies, but
also includes historical, literary, educational and psychological perspectives. It combines
theoretical and applied approaches to provide a balanced understanding of the nature and
functions of reading and the written language. The following areas in particular will be
covered:
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


The relationship between writing and speech
The roles and functions of reading and writing within culture and society
The origins of writing and the development of written systems and text types
Historical perspectives to reading and writing, with special reference to English
The technological, economic, social, cultural and educational contexts of literacy
Theoretical and applied approaches to reading and writing as learning processes,
with special reference to schools
Reading and writing difficulties
2. Aims
The aims of the course are as follows:
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To provide the students with a good understanding of a range of major theoretical
and practical issues within the general field of literacy studies;
To encourage a scientific and unprejudiced approach to these issues by placing
them within a broad historical, geographical and social framework;
To train the students in the critical use of sources and in presenting a sound line of
argument;
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To provide the students with a sound theoretical and methodological basis for
academic research within the field(s) involved, as well as an understanding of
basic research ethics;
To give the students experience of applying their knowledge to independent
research work;
To help the students gain the practical skills required for their research work
(e.g. statistics, computing, palaeography).
The course gives a broad academic competence within the area of Reading and Literacy
Studies. This competence is relevant for a wide range of careers including education, the
media, libraries and cultural administration.
3. Admission
The course normally builds upon a first degree such as the Norwegian Bachelor degree or
equivalent, which includes at least 80 study points (ECTS) English. (This corresponds to 1
1/3 year of full-time study). The evaluation of the students is based on their individual
qualifications in relation to the prevailing rules. Students with a different educational
background may also be found qualified for admission on the programme; such cases are
considered individually by the Faculty. In addition to this, the course admits exchange
students for parts of the taught course in accordance with signed agreements.
4. Recognition of courses taken at other institutions
Students may apply for the recognition of courses taken at other institutions as equivalent to
parts of the programme. In such cases, the extent to which a student may be exempted from
course work and/or examinations will be considered individually.
5. Contents and structure of the course
The course is designed to consist of two years' full-time study. It is divided into a one-year
taught course (60 sp) and a dissertation based on individual research with supervision (60 sp).
The work for the dissertation is carried out during the second year, and includes taking part in
an organised programme of research training. Arrangements for part-time or distance study
may be considered in individual cases.
The curriculum for the first year is divided into four modules: Reception perspectives,
Developmental perspectives, Production perspectives and Problems of reading and writing.
The syllabus for each module represents fifteen study points. Each module is further
subdivided into three areas, representing five study points each. Two modules are taught in
parallel each semester; within each module, the areas are taught sequentially. Each module
contains obligatory course work and is evaluated separately.
The modules are designed to be taken as units. However, some five-point areas may
be taken in isolation, in accordance to specific agreements of cooperation between different
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programmes or versions of the present programme. In such cases, these areas are evaluated
separately.
The second year consists of work on the dissertation with individual supervision.
During this time, the student is expected to take part in a programme of research training,
including both general theoretical/methodological issues and practical training in skills
directly relevant to the student's chosen area of research.
The overall structure of the course is summarized in the figure below.
2
4
year semester
3
semester
1
2
year semester
1
semester
Research training / Dissertation (60 sp)
Production perspectives (15 sp)
Reception perspectives (15 sp)
Problems of reading and writing
(15 sp)
Developmental
perspectives (15 sp)
6. Organisation of teaching and supervision
6.1. The taught course
During the first year, teaching consists of lectures, seminar discussions and group work.
Much emphasis is placed on the student's own initiative, including active participation at
seminars.
Where the main responsibility for teaching a module is divided between two or more
lecturers, each student is assigned one lecturer as their tutor for that module. The tutor acts as
the student's main contact person and is responsible for formal arrangements such as the
approval of assignment topics.
Each of the four modules contains an obligatory assignment on a topic agreed upon
with the lecturer/tutor. For two of the modules, the student will prepare an oral presentation
accompanied by a portfolio; for the other two, the student writes an essay of ca 5 000 words.
The essay will be presented at a seminar.
For course descriptions and reading lists, see pp. 7-18.
6.2. The dissertation
The students will choose the topic for their dissertation towards the end of their first year. At
the beginning of the second year, a contract will be signed by the student, the supervisor and
the Department of Cultural Studies and Languages. This contract will outline the framework
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for supervision and will be binding for all parties. The supervisor is normally one of the
lecturers responsible for the taught part of the course.
If the student chooses to work within a practical field of research, (s)he will receive
assistance in seeking such contacts that may be needed, e.g. with schools, media or cultural
institutions. In the case of cooperation with other institutions, a contact person at the other
institution will be appointed. Should the topic of the dissertation lie within the area of an
ongoing research project at Stavanger University College, it may be possible to integrate the
student into the project.
The topic of the dissertation must be approved both by the supervisor and the Masters
committee. The dissertation should consist of 85-115 pages (12-point Times New Roman, 1.5
spacing), not including tables and appendices. It should be prefixed by a 1-2 page summary.
In other respects, the dissertation should follow accepted academic conventions.
Dates for handing in the dissertations are set in April/May (Spring semester) and
November (Autumn semester). When the dissertation has been approved by the examining
committee, the student will give a trial lecture. The lecture is given as soon as possible after
the evaluation of the dissertation by the examining committee. The topic of the lecture is
chosen by the supervisor in consultation with the examining committee, and will be given to
the student ten working days before the date of the lecture. The topic will relate to the
subject areas represented in the student’s individual reading list (see 9.2.).
6.3. Language
The normal language of instruction is English. For reasons of staff availability, cooperation
with the Norwegian-language version, etc., situations may arise where minor parts of the
course here described are taught in Norwegian. In such cases, a suitable English-language
alternative will be provided, making it possible to complete the entire course in English.
All students enrolled on the English-language Master of Literacy Studies will be
required to use English both for their written work and their oral presentations. Students
following parts of the course in order to incorporate them in a mainly Norwegian-language
programme may, however, be allowed to submit their written work in Norwegian.
7. Evaluation
7.1. The taught course
Each of the four modules is evaluated on the basis of an assignment. For two of the modules,
this consists of an oral presentation with accompanying portfolio; for the other two, of an
essay presented at a seminar. Pass marks are awarded on a scale from A (excellent) to E
(barely satisfactory), F being the fail mark. The four marks are combined into a single mark
for the taught course, which counts for 50% of the student's total mark. If a student lies
between two marks, or if there is uncertainty about a mark, (s)he may be called in for an
additional oral examination to decide the mark.
Where the five-point parts of a module are taken in isolation, these are evaluated
separately, using the same scale as above, on the basis of an essay and/or an oral examination.
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7.2. The dissertation
The dissertation is awarded a mark on the same letter scale (A to E for pass, F for fail) as that
used for the taught course. The mark awarded for the dissertation counts for 50% of the
overall mark. If the candidate lies between two marks, the mark of the dissertation will
decide the final one.
The test lecture will be evaluated by the examining committee and awarded either pass or fail.
8. Internationalisation
The present version of the Master of Literacy Studies is aimed both at Norwegian students
and students from abroad. The latter group includes both students that take the entire degree,
and exchange students who take elements of the course as part of a degree in their home
country.
The programme offers opportunities for student exchange, making it possible for the
students to spend one semester at an institution abroad. Such exchanges take place according
to agreements made between the institutions. The details of which courses, examinations, etc
are recognised as equivalent to specific parts of the present curriculum are decided by the
programme committee.
An exchange agreement has so far been signed with the Department of English
Language, University of Glasgow. Under this agreement, students enrolled on the Master of
Literacy Studies programme may take their second semester at the University of Glasgow.
They will normally be offered a choice of two modules, either of which is equivalent to the
combination of Modules 3 and 4 of the present programme. The modules offered may vary
from time to time, but are likely to include at least one of the following:
The History of Scots (30 sp)
The History of the Book (30 sp)
It may also be possible for students to spend one semester of their second year at Glasgow, if
such a placement suits their choice of dissertation topic.
The cooperation with the University of Glasgow also includes teacher exchange, so
that a lecturer from each department spends two weeks a year teaching at the other.
9. Detailed course description and syllabus
9.1. The taught course (60 sp)
The contents of the individual parts of the taught course are detailed below. The reading list
for each five-point area is appended to the description of that area.
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Module 1: Reception perspectives (15 sp)
This module examines some of the basic assumptions that underlie the study of literacy,
focussing on the reading and reception of texts. It places the study within a theoretical
framework in an interdisciplinary setting, including linguistics as well as cultural and literary
studies. It also studies the development of literacy and the changing roles of texts and reading
in Britain and the English-speaking world. The module combines historical and
contemporary perspectives.
The module is divided into three areas: Writing and speech, Texts, contexts and
images and English texts through time.
Writing and speech (5 sp)
This part of the course compares the media of writing and speech both from linguistic and
social/cultural perspectives. The functions and characteristics of written and spoken discourse
are compared, and prototypical spoken and written features are discussed. The status of the
written language within linguistics is considered. Finally, theories about the roles of orality
and literacy as factors of cultural, social and cognitive development are discussed.
Barton, David (1994), Literacy: An Introduction to the Ecology of Written Language.
Oxford: Blackwell. Chapters 1-6. [94 pp]
Chafe, Wallace L. (1985), ”Linguistic differences produced by differences between speaking
and writing”. In D. Olson, N. Torrance and A. Hildyard (eds), Literacy, Language and
Learning. The nature and consequences of reading and writing. Cambridge:
University Press. 105-123. [19 pp]
Coulmas, F. (1989), ”What writing is all about” in The Writing Systems of the World. Oxford:
Blackwell. 3-17 [13 pp]
Finnegan, Ruth (1988), ”Introduction” and ”Communication and technology” in Literacy and
Orality: Studies in the technology of communication. Oxford: Blackwell. 1-44 [44 pp]
Holme, Randal (2004), ”Part III: The language of literacy” in Literacy: An Introduction.
Edinburgh: Edinburgh University Press. 153-193. [41 pp]
Hughes, Rebecca (1996), English in speech and writing: investigating language and
literature. Chapters 1-4. 5-126. [122 pp]
Ong, Walter (2002), ‘Orality and literacy: writing restructures consciousness’. In D.
Finkelstein and A. McCleery (eds), The book history reader. Abingdon: Routledge.
105-117. [13 pp]
English texts through time (5 sp)
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The status and functions of written English are outlined from the beginnings of Anglo-Saxon
literacy to the present day. The development of modern literacy is traced from the Late
Middle Ages onwards, including aspects such as the development of schools, libraries, book
production and the media. The course will include discussion of topics such as English
literacy in a bi- or multilingual context, attitudes to written English and the development of
views on correctness and style.
The reading list for this part consists of ca 300 pages selected from the following
literature:
Aston, Margaret (1984), 'Devotional Literacy' in M. Aston, Lollards and Reformers: Images
and Literacy in Late Medieval Religion, London: Hambledon. 101-133. [22 pp]
Altick, Richard (2002), ‘The English Common Reader: from Caxton to the Eighteenth
Century’ in D. Finkelstein and A. McCleery (2002), The Book History Reader.
Abingdon: Routledge. 340-349. [8 pp]
Clanchy, Michael (1993) From Memory to Written Record: England 1066-1307, 2nd edn.
Oxford: Blackwell. 1-35, 81-113, 185-252 [133 pp].
Chartier, Roger (1989), ”The practical impact of writing” in A History of Private Life 3:
Passions of the Renaissance (transl. A Goldhammer). Cambridge, Mass.: The Belknap
Press. Reprinted in: D. Finkelstein and A. McCleery (2002), The Book History
Reader. Abingdon: Routledge. 118-142. [25 pp]
Darnton, Robert (2002), ”What is the history of books?” In D. Finkelstein and A. McCleery
(eds), The Book History Reader. Abingdon: Routledge. 9-26. [13 pp]
Finkelstein, David and Alistair McCleery (2005), An Introduction to Book History. Chapters
1,2,6 (pp 1-27, 100-117) [46 pp]
Laqueur, T. 'The Cultural Origins of Popular Literacy in England 1500-1850', Oxford Review
of Education, vol. 2 (1976), pp 255-275. [20 pp]
Parkes, M.B. 'The Literacy of the Laity' in The Medieval World, ed. D. Daiches and A.
Thorlby (London, 1973). 555-577 [23 pp]
Texts, contexts and images (5 sp)
This part of the course focusses on the receptive end of literacy, and in particular on the
variety of different ways of reading and interpreting texts. Different critical, linguistic,
historical, etc. approaches to texts are considered, as well as changing conceptions of authors,
literary texts and genres. The roles of context and ideology for the interpretation of texts will
be considered, and there will be brief introductions to the subjects of literary translation and
the reading of visual images.
[to be supplied]
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Module 2: Literacy from a developmental perspective (15 sp)
This module explores the development of reading and writing from infancy, throughout the
school years and into adulthood. It considers this development from both naturalistic and
educational perspectives. In addition to mother tongue literacy, special attention will be paid
to the development of reading and writing in a second language.
The module is subdivided into three areas: Emergent literacy, The development of
literacy and Second language literacy.
Emergent literacy (5 sp)
A subject of growing recent interest has been the roots of literacy and its development in the
early years of life. This has resulted in the dynamic new field of Emergent Literacy, covering
predominantly the pre-school period. There has been increasing acknowledgement among
scholars of the significance of the early years on the individual’s rate and depth of literacy
growth. Special emphasis will be placed on the role of the home environment in creating
literacy awareness in the infant, ie how both environmental print and the interaction between
adults and infants in literacy events shape that awareness. Both early reading and early writing
practices will be central areas of study.
Barton, David (1994), Literacy: An Introduction to the Ecology of Written Language. Oxford:
Blackwell. Chapters 9-10. [20 pp]
Cambourne, Brian (1983), 'Learning about learning by watching little kids writing'.
English-In-Australia, 66: 18-26. [9 pp]
Cambourne, Brian and Jan Turbill (1987), Coping With Chaos. Rozelle, Australia:
Primary English Teaching Association. Chapters 1-3. [32 pp]
Goodman, Yetta (1986), 'Children coming to know literacy', in William H. Teale and
Elizabeth Sulzby (eds), 1 - 14. [14 pp]
Leichter, H.J. (1984), 'Families as environments for literacy', in Goelman et al., Awakening to
Literacy. London: Heinemann.
Newkirk, Thomas (1984), 'Archimedes’ dream'. Language Arts, Volume 61: 341-350. [10
pp]
Nurss, Joanne (1988), 'Development of written communication in Norwegian kindergarten
children'. Scandinavian Journal of Educational Research, Volume 32/1: 33-49.
[17 pp]
Sulzby, E. (1985), 'Kindergartners as writers and readers', in M. Farr (ed), Advances in
WritingResearch: Vol 1. Children’s Early Writing Development, 127-200. Norwood,
N.J: Ablex. [74 pp]
Teale, William H. (1986), 'Home background and young children’s literacy development', in
William H. Teale and Elizabeth Sulzby (eds), 173-206. [34 pp]
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Teale, William H. and Elizabeth Sulzby (eds) (1986), Emergent Literacy: Writing and
Reading. Norwood, NJ: Ablex.
Teale, William H. and Elizabeth Sulzby (1986), 'Emergent literacy as a perspective for
examining how young children become writers and readers', in William H. Teale and
Elizabeth Sulzby (eds), vii-xxv. [18 pp]
Tønnessen, Finn Egil (1998) 'Where literacy comes from'. Nordisk Tidsskrift for
Spesialpedagogikk 4/98, 197-208. [11 pp]
Vygotsky, Lev S. (1983) 'The prehistory of written language', in Margaret Martlew (ed),
The Psychology of Written Language, 279-291. Bath: Wiley. [12 pp]
The development of literacy (5 sp)
This topic embraces the development of literacy throughout the various school levels primary/intermediate, lower secondary and upper secondary- and into adulthood. Key issues
here concern both what, why and how pupils read and write, perceptions of the reading and
writing processes, educational policies, and a discussion of the necessary teaching
competence required to help pupils maximise their potential as readers and writers. At the
same time it is important to stress that literacy is embedded in society, and therefore needs to
be viewed from different perspectives, eg social, cultural and dialogical.
Atwell, Nancy (1987), In The Middle. Portsmouth, NH: Heinemann. Chapters 1-2. [50p]
Barton, David (1994), Literacy: An Introduction to the Ecology of Written Language.
Oxford: Blackwell. Chapters 12-13. [32p]
Bereiter, Carl (1980), 'Development in writing', in Lee W. Gregg and Erwin R. Steinberg
(eds), Cognitive Processes in Writing,73-91. Hillsdale, NJ: Lawrence Erlbaum
Associates. [19 pp]
Boyle, Owen F. and Suzanne Peregoy (1990), 'Literacy scaffolds: Strategies for first- and
second language readers and writers'. Reading-Teacher, Volume 4/3: 194-200. [7 pp]
Chew, Charles (1985), 'Instruction can link reading and writing', in Hansen, Jane et al.
(eds), Breaking Ground: Teachers Relate Reading and Writing in the Elementary
Classroom, 169-173. Portsmouth, NH: Heinemann. [5 pp]
Evensen, Lars S. (1992), 'Emerging peaks, turbulent surfaces: Advanced development in
student writing'. Om Språk og Utdanning, ed. by Anne-Marie Langvall Olsen and
Aud Marit Simensen, 111-127. Oslo: Universitetsforlaget. [17 pp]
Grabe, William and Robert B. Kaplan (1996), Theory and Practice of Writing. New York:
Longman. Chapters 1-4, 9. [140p]
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Graves, Donald (1985), 'The Reader’s Audience', in Hansen et al. (eds), Breaking Ground:
Teachers Relate Reading and Writing in the Elementary Classroom, 193-199.
Portsmouth, NH: Heinemann. [7 pp]
Martlew, Margaret (1983), 'Problems and difficulties: Cognitive and communicative aspects
of writing', in Margaret Martlew (ed.), The Psychology of Written Language, 295-333.
Bath:Wiley. [39 pp]
Newkirk, Thomas (1985), 'The hedgehog or the fox: The dilemma of writing
development'. Language Arts, Volume 62: 593-603. [11 pp]
Nystrand, Martin (1992), 'Social interactionism versus social constructionism: Bakhtin,
Rommetveit and the semiotics of written texts', in Astri H. Wold (ed), The Dialogical
Alternative: Towards a Theory of Language and Mind, 157-174. Kristiansand:
Scandinavian University Press. [17 pp]
Pilarcik, Marlene A. (1986), 'Tools for the classroom. Creative writing as a group effort'.
Unterrichtspraxis, Volume 19/2: 220-224. [5 pp]
Purves, Alan C. (ed) (1992), The IEA Study of Written Composition 11: Education and
Performance in Fourteen Countries. Exeter: Pergamon. Chapters 6-7. [30p]
Second language literacy (5 sp)
The recent growth of interest in first language literacy has stimulated corresponding interest in
the field of second language literacy, which also needs to be viewed as a part of the explosion
of studies into the field of second language acquisition. This interest has partly resulted from
the ongoing theoretical debate on how both first and second languages are learnt. The role of
input has been central to this debate. For second language learners at all levels, reading is an
important contributor to cultural understanding, linguistic/lexical development and writing
performance. Special attention will be paid to reading and writing in the context of the second
language classroom, as well as to the potential for dynamic interaction between oral and
written language that such an environment provides.
Cambourne, Brian (1986), 'Process writing and non-English speaking background children'.
Australian-Journal-of-Reading, Volume 9/3: 126-138. [12 pp]
Day, Richard R. and Julian Bamford (1998), Extensive Reading in the Second language
Classroom. New York: Cambridge University Press. Chapters 4-6, 9. [42p]
Drew, Ion (1998), Future Teachers of English: A Study of Competence in the Teaching
of Writing. Kristiansand: Høyskoleforlaget. Chapter 5. [45p]
Drew, Ion (2003), 'A comparison of early writing in Norwegian L1 and English L2', in
Fraurud, Kari & Hyltenstam, Kenneth (eds). Multilingualism in Global and
Local Perspectives. Papers from the 8th Nordic Conference on Bilingualism.
November 1-3, 2001, Stockholm – Rinkeby. Stockholm: Rinkeby Institute of
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Multilingual Research. [12 pp]
Edelsky, C. (1982), 'Writing in a bilingual program: The relation of L1 and L2 texts'.
TESOL Quarterly, No 16: 211-228. [18 pp]
Elley, Warwick B. and Francis Mangubhai (1983), 'The impact of reading on second
language learning'. Reading Research Quarterly, X1X/1: 53-67. [14 pp]
Elley, W.B (1991), 'Acquiring literacy in a second language: The effect of book-based
programs'. Language Learning, 41 (3), 375-411. [36 pp]
Ernst, Gisela and Kerri J. Richard (1994), 'Reading and writing pathways to conversation in
the SL classroom'. The Reading Teacher, Volume 48/4: 320-326 [7 pp]
Friedlander, Alexander (1990), 'Composing in English: Effects of a first language on
writing in English as a second language', in Barbara Kroll (ed), Second Language
Writing: Research insights for the classroom. 109-125. Cambridge, MA: Cambridge
University Press. [16 pp]
Hafiz, F.M. and Tudor, I. (1989), 'Extensive reading and the development of language skills',
ELT Journal 43, 4 – 11. [8 pp]
Jarausch, Hannelore and Clare Tufts (1988). 'Writing across the (foreign language)
curriculum'. New Challenges and Opportunities. Dimension: Languages, 87:63-85.
[22 pp]
Krashen, S.D. (1993), 'The case for free voluntary reading'. The Canadian Modern Language
Review, 50 (1), 72-82. [10 pp]
Kroll, B. (1990), 'What does time buy? ESL student performance on home versus class
compositions'. In B. Kroll (ed), Second Language Writing: Research insights for the
classroom (140-154). Cambridge, MA: Cambridge University Press. [15 pp]
Laufer, B. (1991), 'The development of L2 lexis in the expression of the advanced learner'.
Modern Language Journal, 75, 440-448. [9 pp]
Raimes, Ann (1985), 'What unskilled ESL students do as they write: A classroom study of
composing'. TESOL-Quarterly, Volume 19/2: 229-257. [28 pp]
Seda, Ileana and Shareen Abramson (1990), 'English writing development of young,
linguistically different learners'. Early Childhood Research Quarterly, Volume 33/4:
379-91. [12 pp]
Silva, T. (1993), 'Toward an understanding of the distinct nature of L2 writing: the ESL
research and its implications'. TESOL Quarterly 27, 657-77. [20 pp]
Zamel, Vivian (1983), 'The composing processes of advanced ESL students. Six case
studies'. TESOL Quarterly, Volume 17/2: 165-187. [22 pp]
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Zamel, Vivian (1987), 'Recent research on writing pedagogy'. TESOL Quarterly, Volume
21/4: 697-715. [19 pp]
Module 3: Production perspectives (15 sp)
This module combines theoretical and historical approaches to the production of written texts.
It discusses the origins and functions of writing and compares different writing systems. The
topics considered include standardisation, spelling reform and the evolution of written
systems through time. The course also includes a study of the changing material foundations
and contexts of literacy and text production.
The module is subdivided into three areas: Origins and writing systems, The age of
written dialects and The technology of literacy.
Origins and writing systems (5 sp)
This part of the course deals with the development of writing systems and provides a basis for
the scientific study of orthography. The relationship of spelling and phonology is considered,
and the merits of different spelling systems compared, with particular reference to 'shallow'
and 'deep' systems. The course will also provide a brief introduction to the background of the
English standard spelling system and discuss questions such as spelling reform, children's
learning alphabets and the use of non-standard spelling.
The reading list for this part consists of ca 300 pages selected from the following literature:
Abercrombie, David (1949), ‘What is a “letter?”’. Lingua 2, 54-63 [10 pp].
Abercrombie, David (1981) ‘Extending the Roman Alphabet: some orthographic experiments
of the past four centuries’ in R.E. Asher and E.J.A. Henderson (eds), Towards a
history of phonetics. Edinburgh: Edinburgh University Press. 207-44. Repr. in D.
Graddol, D. Leith and J. Swann (eds), English: history, diversity and change. London:
The Open University / Routledge. 81-91. [11 pp].
Cook, Vivian (2004), The English writing system. London: Arnold. [204 pp]
Coulmas, Florian (2003), Writing Systems: An Introduction to their linguistic analysis.
Cambridge: Cambridge University Press. [246 pp]
Haugen, Einar (1997), ‘Language standardisation’ in N. Coupland and A. Jaworski (eds),
Sociolinguistics: a reader and coursebook. Basingstoke: Macmillan. 341-52. Partial
reprint of Haugen (1966), ‘Dialect, Language, Nation’, American Anthropologist,
68/6, 922-35 [14 pp].
Holme, Randal (2004), ”Part II: Sign” in Literacy: An Introduction. Edinburgh: Edinburgh
University Press. 99-150. [52 pp]
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Pulgram, E. (1951), ’Phoneme and grapheme: a parallel’, Word 7: 15-20. [5 pp]
Vachek, Josef (1945-49), ‘Some remarks on writing and phonetic transcription’, Acta
Linguistica 5: 86-93. Reprinted in Vachek (1976), Selected writings in English and
general linguistics, The Hague: Mouton. 127-133. [7 pp]
Venezky, Richard (1970), The Structure of English Orthography. The Hague: Mouton. 1-62,
120-129 [73 pp]
Webster, Noah (1789), 'An essay on the necessity, advantages and practicability of reforming
the mode of spelling, and of rendering the orthography of words correspondent to the
pronunciation', in D.Graddol, D. Leith and J. Swann, English: history, diversity and
change, London/New York: Routledge, pp. 91-94. [extracts from the appendix to
Dissertations on the English Language, 1789] [3 pp]
Recommended additional reading:
Robinson, Andrew (1995), The story of writing. Alphabets, hieroglyphs & pictograms.
London: Thames and Hudson.
The age of written dialects (5 sp)
This part of the course focusses on the Middle English period (ca 1100-1500). This is a
period of exceptional interest for the study of the written language: in the absence of a
standard model of writing, the extensive surviving materials show a continuum of dialectal
variation comparable to that found in spoken language. The course provides a brief
introduction to Middle English studies and to the methods developed over the last halfcentury for the study of Middle English written dialects. It will also consider the early
development of written standard English. The study will be placed in the context of the views
on writing and speech discussed in earlier parts of the course.
Burrow, J.A. and Turville-Petre, Thorlac (1995), A Book of Middle English. Rev.edn. Oxford:
Blackwell. Part One (pp. 3-64) and selected texts from Part Two.
In addition, ca 200 pages are selected from the following literature:
Benskin, Michael (1992), 'Some perspectives on the origins of standard written English' in
J.A. van Leuvensteijn and J.B. Berns (eds), Dialect and standard language in the
English, Dutch, German and Norwegian language areas. Amsterdam: Royal
Netherlands Academy of Arts and Sciences, North-Holland. 71-105. [34 pp]
Black, Merja (1999b), ’Parallel lines through time: speech, writing and the confusing case of
she’ in C. Upton and K. Wales (eds), Dialectal Variation in English: Proceedings of
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the Harold Orton Centenary Conference 1998. Leeds Studies of English Vol. 30, 5981. [22 pp]
Clark, Cecily (1992), ’The myth of the Anglo-Norman scribe’ in M. Rissanen et al (eds),
History of Englishes: New methods and interpretations in historical linguistics,
Berlin/New York: Mouton de Gruyter, 117-29. [12 pp]
McIntosh, Angus (1956), 'The analysis of written Middle English', TPS, 26-55. Repr. in Laing
(1989), 1-21. [20 pp]
McIntosh, Angus (1963), 'A new approach to Middle English dialectology', English Studies
44: 1-11. [11 pp]
Milroy, James (1992), 'Middle English dialectology', in N. Blake (ed.), The Cambridge
History of the English Language. Vol II: 1066-1476, 156-206. [50 pp]
Samuels, M. L. (1963), ‘Some applications of Middle English dialectology’ in English
Studies 44, 81-94; repr in Laing (1989), Middle English Dialectology: Essays on some
Principles and Problems. Aberdeen: University Press. 64-80. [16 pp]
Samuels, M.L. (1981), ‘Spelling and dialect in the late and post-Middle English periods’ in
Benskin and Samuels (1981), 43-54; repr in Smith (1988), 86-95. [9 pp]
Scragg, Donald (1974), A history of English spelling. Manchester: University Press. [still to
check pages, ca 50]
Smith, Jeremy J. (1996), An Historical Study of English. London/New York: Routledge.
Chapters 2-4. [65 pp]
Stenroos, Merja (2005), ‘A variationist approach to Middle English dialects’, Part 1.
University of Stavanger, Dept of Cultural Studies and Languages: Compendium.
Highly recommended additional reading:
The relevant chapters in any good History of English; the following are particularly
recommended:
Barber, C.L. (1993), The English Language: a Historical Introduction. Cambridge:
Cambridge University Press.
Bourcier, G. (trans. and rev. C. Clark) (1981), An Introduction to the History of the English
Language, Cheltenham: Stanley Thornes.
Millward, Celia M.(1994) A Biography of the English Language, 2 edn, Fort Worth etc.: Holt,
Rinehart and Winston Inc.
Baugh, Albert C. and Thomas Cable (1993), A History of the English Language, 4th edn,
London: Routledge
Kisbye, T. (1992), A short history of the English Language.
Pyles, T. and J. Algeo (2004 or any edition), The origins and development of the English
language.
Strang, Barbara M.H.(1970), A History of English, London: Routledge
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The technology of literacy (5 sp)
This part of the course will examine the practicalities of how texts have been produced and
read from ancient times to the present day. The study will deal with material foundations
from clay tablets to computers, including papyri, runes, medieval manuscripts, printed books
and the Internet. The course will trace the social and economic foundations of literacy
through history, and consider its changing cultural contexts and implications.
The reading list for this part consists of ca 300 pages selected from the following
literature:
Avrin, Leila (1991), Scribes, script and books. London: British Library. [extracts, ca 50 pp]
Clanchy, Michael (1993), From Memory to Written Record: England 1066-1307, 2nd edn.
Oxford: Blackwell. Chapters 4 and 5. [70 pp]
Crystal, David (2001), Language and the Internet. Cambridge: University Press. 1-93, 195242. [142 pp]
Edwards, A.S.G. and Derek Pearsall (1989), “The manuscripts of the major English poetic
texts”, in J.Griffiths and D.Pearsall (eds), Book production and publishing in Britain
1375-1475. Cambridge: University Press. 257-278. [13 pp]
Eisenstein, Elisabeth (2002), ”Defining the initial shift: some features of print culture”. In D.
Finkelstein and A. McCleery (eds), The book history reader. Abingdon: Routledge.
150-173 [15 pp].
Febvre, L. and H.-J. Martin (1976), The Coming of the Book. The impact of printing 14501800. Translated by D. Gerard. London/New York: Verso [first time published in
1958]. pp. 15-159. [146 pp]
Finkelstein, David and Alistair McCleery (2005), An Introduction to Book History. Chapters
3, 4, 5 and 7 (pp 44-99, 118-132) [71 pp]
Hillesund, Terje (2005), "Digital Text Cycles: From Medieval Manuscripts to Modern
Markup", http://jodi.tamu.edu/Articles/v06/i01/Hillesund/ [18 pp]
Pearsall, Derek (1989), ”Introduction” in J.Griffiths and D.Pearsall (eds), Book production
and publishing in Britain 1375-1475. Cambridge: University Press. 1-10. [8 pp]
Müller, Jan-Dirk (2002), ”The body of the book: the media transition from manuscript to
print”. In D. Finkelstein and A. McCleery (eds), The book history reader. Abingdon:
Routledge. 143-150. [8 pp]
Recommended additional reading:
De Hamel, Christopher (1997), A history of illuminated manuscripts, Phaidon Press.
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Page, R.I. (2003), An Introduction to English Runes. Cambridge: The Boydell Press.
Module 4: Problems of reading and writing (15 sp)
This module is divided into three areas: Difficulties at the word level, Difficulties at the text
level and Psychological and social consequences.
The reading list consists of ca 800-900 pages; these are selected from the literature
listed after the descriptions of the individual teaching areas.
Difficulties at the word level (5 sp)
In reading and writing, it is possible to distinguish between technical aspects and semantic
content. At the word level, reading and writing difficulties are of a technical nature. This
means that the reader finds it difficult to ‘translate’ a series of letters into a spoken word. On
the other hand, a person who has difficulties with writing finds it hard to ‘translate’ a spoken
word into a series of letters. This part of the course will investigate the causes of these
difficulties and seek to discover how they can be prevented and handled.
Difficulties at the text level (5 sp)
At the text level, reading and writing difficulties concern problems in writing meaningful
texts and in ‘extracting’ the meaning from a text. The course will analyse the relationship
between difficulties on the word level and difficulties on the text level. Causes, prevention
and tackling the problems are central issues here.
Psychological and social consequences (5 sp)
Attention will be paid to the psychological and social consequences of reading and writing
difficulties. In particular, the course will address important issues around self-image and
difficulties in ‘managing’ the challenges of life in a democratic society and in working life.
The course will also consider the extent to which information and communications
technology (ICT) can help to solve some of the problems that people with reading and writing
difficulties face on a daily basis.
Aaron, P.G. and Joshi, R.M. (1992), Reading problems. Consultation and remediation. NY:
The Guilford Press. [285 pp]
Miles, T.R. and Miles, R. (1999), Dyslexia: A hundred years on. Buckingham : Open
University Press. [198 pp]
Snowling, M. (2000), Dyslexia. Oxford: Blackwell. [261 pp]
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Street, B.V. (1995), Literacy in theory and practice. Cambridge: Cambrige University Press.
[243 pp]
Thomson, M. (ed.) (2003), Dyslexia included: a whole school approach. London: Fulton.
[100 pp]
Tønnessen, F.E. (1997), 'How can we best define ’dyslexia’?' Dyslexia, 3, 78-92. [14 pp]
Tønnessen, F.E. (2000), 'Will information technology hurt literacy?' In I. Austad & E.T.
Lyssand (eds.) Literacy-Challenges for the New Millenium. Selected papers of the 11th
European Conference on Reading. Stavanger: Center for Reading Research. (pp. 2128). [8 pp]
9.2. The dissertation (60 sp)
The dissertation is a piece of academic written work, based on individual research, on a topic
that has been agreed upon by the student and the supervisor. The topic should normally relate
to one of the areas studied in the taught part of the course.
The work should follow accepted conventions for academic dissertations. The topic
should be clearly delimited, and the principal objectives and source materials should be
defined. The methodology should be adequately described, and the work placed within its
context in relation to earlier research and tradition. Students are encouraged to base their
work on primary data collected by themselves.
At the beginning of the second year, the student, in consultation with their supervisor,
will put together an individual reading list that reflects the central concerns of their work on
the thesis. Once the dissertation has been accepted, the student will give a lecture on a topic
relating to the subject areas represented in the reading list. The list will vary in size
depending on the topic, but should consist of a minimum of 750 pages.
During the first semester of the second year, the student will take part in a programme
of organised research training. This will include elements such as theory of science, library
skills and training in research methods.
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