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Kingdom of Saudi Arabia

The National Commission for Academic

Accreditation & Assessment

COURSE SPECIFICATION

Eng.429

Discourse Analysis & Stylistics

Institution: Majmaah University

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College/Department : College of Sciences and Humaniterian studies/ Department of English .

A. Course Identification and General Information

1. Course title and code: Eng. 429 - Discourse Analysis & Stylistics

2. Credit hours: 3 hours

3. Program(s) in which the course is offered:B.A. in English Language and Literature

4. Name of faculty member responsible for the course: Hanan Ahmed Sanad

5. Level/year at which this course is offered : Level 7/ 4thyear

6. Pre-requisites for this course (if any): Preferably, Eng. 320 & Eng. 323

7. Co-requisites for this course (if any):None

8. Location if not on main campus: Al-ghat

B. Objectives

Students should be able to:

1. Compare between written discourse and spoken discourse.

2.

Define different terms of discourse analysis, pragmatics, conversation analysis, corpus

linguistics, etc.

3. Discuss speech act theory and politeness principle.

4. Analyse the four Gricean Maxims.

5. Apply the Maxims of Grice on short utterances.

6. Analyze authentic discourses in terms of main aspects of conversation.

7. Discuss main aspects of conversation with examples.

8. Identify different cohesion devices with examples.

9.

Explains main utterances of speech act theory .10.

Define corpus linguistics.

11. Discuss in details main criteria for developing a discourse analysis project

12.Discuss main types of corpora .

13.Understand issues to consider in constructing a corpus.

14.Develop a discourse analysis project.

C. Course Description

1. 1 Topics to be Covered

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Topic No of

weeks

Contact hours

What is discourse analysis?spoken discourse vs. written discourse; 1 3

Discourse and pragmatics: 1 3A Practice session 1Speech Act TheoryThe Cooperative Principle and Maxims of Grice

1 3

A Practice session 1Politeness Theory 1 3

A Practice session 1

First Mid term Exam 1 1Conversational Analysis 1 3A Practice session 1Discourse and society:Identity and discourse (gender)

1 3

Critical Discourse Analysis 2 6Second mid term exam 1 1

Practice session 1Corpus Linguistics 2 6Conducting a discourse analysis research project 1 3StylisticsIntroduction

1 3

Presentations of samples of stylistic analyses and practice sessions 1 2

2. Course components (total contact hours per semester):

Lectures: 38 hours Tutorial: We areavailable during hoursof actualoffice hours andthrough email.

Practical sessions:5Exams 2 hours

Other: none

3. Development of Learning Outcomes in Domains of Learning

For each of the domains of learning shown below indicate:

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A brief summary of the knowledge or skill the course is intended to develop;

A description of the teaching strategies to be used in the course to develop that

knowledge or skill;

The methods of student assessment to be used in the course to evaluate learning

outcomes in the domain concerned.

a.Knowledge

(i ) Descri ption of the knowledge to be acqui red:

1. Knowledge of the features characterizing spoken discourse vs. those characterizing

b. written discourse, but they also should know that the differences depend

largely on genres of texts.

2.

Knowledge of speech act theory and politeness principle.3. Knowledge of how discourse analysis is related to pragmatics .

4. Knowledge of main criteria for developing a discourse analysis project

5. Knowledge of definition of stylistics, and what it means to do stylistic analysis.

(i i) Teaching strategies to be used to develop that knowledge1.

Lectures

2. Studying analyses done by researchers of various discourses.

3.

Class discussion of various examples

4. Answering exercises

(i i i) Methods of assessment of knowledge acquir ed

1. Asking questions during the lectures or as assignments

2. Exams and quizzes

b. Cognitive Skills

(i ) Cogni tive ski lls to be developed1. The ability to apply the different approaches to new utterances.

2. The ability to apply the different approaches to longer stretches of discourses, providing

interpretations of the discourses in view of the contextual features.3. The ability to apply stylistic approaches to the analysis of literary texts.

4. Keen observation of the surrounding language5. Critical observation of everyday interaction.

(i i) Teaching strategies to be used to develop these cogni tive ski l ls

1.

Short assignments

2. Working in groups to analyze a wide range of discourses to apply each of the

approaches studied.

3.

Supervising the students work to produce a project in which a long stretch of

authentic discourse is analyzed using one of the discourse analysis approaches.

(iii) Methods of assessment of students cognitive skills

1. Quizzes and exams.

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2. Short assignments.

3. The project in which students produce a full-fledged analysis of an authentic discourse.4. Providing examples as a result of their observation

c.

Interpersonal Skills and Responsibility

(i) Description of the interpersonal skil ls and capacity to carry responsibi l i ty tobe developed:

1. The ability to work in groups and carry their responsibilities as leaders or

member of groups.2.

The ability to cooperate fully with their group members3.

Show initiative of forming groups, electing a leader, choosing a text to anlyze, and choosing anapproach to apply to the text.

4. The ability to take responsibility of their learning by finding solutions toproblems that arise in the analysis of discourses.

(i i ) Teaching strategies to be used to develop these ski l ls and abil ities:1. Most class work in the practical sessions is done in groups2. Encouraging students to ask questions and talk about problems3. The main project is based on group work.

(i i i) Methods of assessment of students interpersonal ski l ls and capacity tocarry responsibil i ty

1. The main project is based on cooperation of the members of groups.

d.

Communication, Information Technology and Numerical Skills

(i ) Descri ption of the ski lls to be developed in this domain.

The ability to present their analysis in the project in a manner that isappropriate for their purpose.

(i i) Teaching strategies to be used to develop these ski l ls

-Working closely with students on the presentation of their projects

(i i i) Methods of assessment of students numerical and communication ski l ls

-Projects: the process and the final product.

e. Psychomotor Skills (if applicable)

Not Applicable

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4. Schedule of Assessment Tasks for Students During the Semester

Assessment Assessment task (eg. essay,

test, group project,

examination

Week due Proportion

etc.) of

Final

Assessment1 Quizzes and assignments Assigned periodicall y 10%

2 F irst mid term 5 20%

3 Second mid term 9 20%

4 F inal exam End of semester 50%

E. Learning Resources

1. Required Text(s)

Paltridge, B. (2006).Discourse Analysis: An Introduction. London: Continuum Discourse.

2. Essential Referencesa. Coulthard, M.(1985). An Introduction to Discourse Analysis. London: Longman

b. Cutting, J.(2008). Pragmatics and Discourse: A resource book for Students, 2ndEdition. London:

Routledge English language introductions.

c. Verdonk, P.(2002). Stylistics. Oxford: Oxford University Press.

d.

Black, E.(2006). Pragmatic Stylistics. Edinburgh: Edinburgh UP.

3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List)

b. Schiffrin, Deborah, Tannen, Deborah Hamilton, Heidi E. (2001) The Handbook of

Discourse Analysis. Blackwell

c. Schiffrin, Deborah (1994) Approaches to Discourse. Blackwell

d. Short, Michael H. (1996) Exploring the Language of Poems Plays and Prose. Pearson

Education Ltd.

e. Wales, Katie (1990) A Dictionary of Stylistics. Longman Language and Literature

(Periodical) Discourse and Society (periodical)

F. Course Evaluation and Improvement Processes

1 . Strategies for Obtaining Student Feedback on Effectiveness of Teaching

1. Midterm evaluation feed-back form to increase instructors awareness of the weakand strong points of the class

2. End of term college evaluation of course by students ( to be collected by the

department)

3. End-of-term debriefing in class of students and teacher regarding what went well

and what could have gone better

4. Small group instructional diagnosis (SGID) whereby instructors exchange classes

and gather information from each others students on specific points outlined by the

department and the instructor being evaluated

2 . Other Strategies for Evaluation of Teaching by the Instructor or by theDepartment

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1. Peer observation to benefit from colleagues objectivefeedback and suggestions for improvement.

3 Processes for Improvement of Teaching

1. Training sessions2. Workshops to facilitate the exchange of experiences amongst faculty members

3. Regular meetings where problems are discussed and solutions given4. Discussion of challenges in the classroom with colleagues and supervisors5. Encouragement of faculty members to attend professional development conferences.

6. Keep up to date with pedagogical theory and practice

7. Set goals for achieving excellence in teaching at the beginning of each

new semester after reviewing last semesters teaching strategies and

results

4. Processes for Verifying Standards of Student Achievement

(eg. check marking by an independent faculty member of a sample of student work,periodic exchange and remarking of a sample of

assignments with a faculty member in another institution)

1.

Check marking of a sample of examination papers either by aresident or visiting faculty member

2.Students who believe they are under graded can have their papers checked by a second

reader